- The document discusses challenges to quality higher education in public universities in Bangladesh. It focuses on factors like teaching aids, library facilities, books/journals, research facilities, and labs.
- Data was collected through surveys of teachers and students at two public universities on these factors and quality of education. The study found deficiencies in these key elements are the main challenges.
- Budgetary provisions and utilization are two major limiting factors in enhancing these facilities according to the study.
Factors Affecting Higher Education Quality in Bangladesh: An Attempt to Impro...IJSB
To meet the globalization challenges raising higher education quality to the world standard is essential. Because Economic Factors, An Era of Competition, Demographic Realities, lack of infrastectural development ,Governmental Political and Legal Challenges, Religious Factors, internal conflicts among educational institutions, corruption etc affect quality of higher education in Bangladesh. Bangladesh Govt. has taken initiatives to develop the quality of tertiary education. Govt. plans to prepare university graduates in such way that they can successfully compete in the context of international knowledge society. The Government prepared a Higher Education Strategic Plan 2006-26, which was fully homegrown with participation of front-line academics from both public and private universities and representatives from think-tanks and the private sector. Accordingly, the Ministry of Education, with the assistance of the World Bank, has undertaken a Higher Education Quality Enhancement Project (HEQEP). The project aims at improving the quality of teaching-learning and research capabilities of the tertiary education institutions through encouraging both innovation and accountability and by enhancing the technical and institutional capacity of the higher education sector. he Higher Education Quality Enhancement Project (HEQEP) will comprise of the following 4 (four) components: (i) promotion of academic innovation in teaching-learning and research through an Academic Innovation Fun (AIF) allocating funds on a competitive basis to public and private universities; (ii) institutional capacity building at the University Grants Commission (UGC) and the universities; (iii) connectivity capacity building for universities and research centers through the development of the Bangladesh Research and Education Network (BdREN) ; and (iv) support to the operation of the project implementation unit. The University Grants Commission of Bangladesh is the implementing agency of the project. A HEQEP Unit has been established in UGC for implementation, management, monitoring and evaluation of the activities.
Factors Affecting Higher Education Quality in Bangladesh: An Attempt to Impro...IJSB
To meet the globalization challenges raising higher education quality to the world standard is essential. Because Economic Factors, An Era of Competition, Demographic Realities, lack of infrastectural development ,Governmental Political and Legal Challenges, Religious Factors, internal conflicts among educational institutions, corruption etc affect quality of higher education in Bangladesh. Bangladesh Govt. has taken initiatives to develop the quality of tertiary education. Govt. plans to prepare university graduates in such way that they can successfully compete in the context of international knowledge society. The Government prepared a Higher Education Strategic Plan 2006-26, which was fully homegrown with participation of front-line academics from both public and private universities and representatives from think-tanks and the private sector. Accordingly, the Ministry of Education, with the assistance of the World Bank, has undertaken a Higher Education Quality Enhancement Project (HEQEP). The project aims at improving the quality of teaching-learning and research capabilities of the tertiary education institutions through encouraging both innovation and accountability and by enhancing the technical and institutional capacity of the higher education sector. he Higher Education Quality Enhancement Project (HEQEP) will comprise of the following 4 (four) components: (i) promotion of academic innovation in teaching-learning and research through an Academic Innovation Fun (AIF) allocating funds on a competitive basis to public and private universities; (ii) institutional capacity building at the University Grants Commission (UGC) and the universities; (iii) connectivity capacity building for universities and research centers through the development of the Bangladesh Research and Education Network (BdREN) ; and (iv) support to the operation of the project implementation unit. The University Grants Commission of Bangladesh is the implementing agency of the project. A HEQEP Unit has been established in UGC for implementation, management, monitoring and evaluation of the activities.
Brief Review for Quality of Education in Institutions of Gujarat Stateijtsrd
Education development is a prime necessity for any state as well as country. This enhances the basic requirements pertaining to the education system as a whole. To visualize the quality of education pertaining to secondary and higher education a brief study is made in this paper which can highlight in nutshell the quality of education among the institutions for secondary and higher education that are situated in Gujarat state. Statistical indicators are presented in brief to highlight about the educational system. Dr. Mahesh H. Vaghela "Brief Review for Quality of Education in Institutions of Gujarat State" Published in International Journal of Trend in Scientific Research and Development (ijtsrd), ISSN: 2456-6470, Volume-5 | Issue-2 , February 2021, URL: https://www.ijtsrd.com/papers/ijtsrd38626.pdf Paper Url: https://www.ijtsrd.com/humanities-and-the-arts/education/38626/brief-review-for-quality-of-education-in-institutions-of-gujarat-state/dr-mahesh-h-vaghela
Implementation of total quality management in cheap packages education Progra...SubmissionResearchpa
Quality management is something that needs to be prepared in improving human resources in the coming era. Pursuing an education package is one of the solutions in overcoming the equal distribution of education to improve the quality of Indonesian human resources. The quality of pursuing education packages must also be prepared to carry out quality education. The quality of pursuing education packages can be implemented by fulfilling four aspects, namely aspects of leadership, aspects of the quality of educators, aspects of service quality and aspects of customer satisfaction. The synergy of the four aspects is the key to the success of a quality education that is well realized by M Sururi and M.Ihsan Dacholfany 2020. Implementation of total quality management in cheap packages education Program in Community Learning Activity Center (PKBM) Maju Jaya Mesuji district lampung Indonesia. International Journal on Integrated Education. 2, 5 (Mar. 2020), 1-9. DOI:https://doi.org/10.31149/ijie.v2i5.135. https://journals.researchparks.org/index.php/IJIE/article/view/135/132 https://journals.researchparks.org/index.php/IJIE/article/view/135
HIGHER EDUCATION CHALLENGES IN PAKISTANAwaisAhmed201
The higher education system is facing hard challenges, for example inadequate funding, poor infrastructure, quality and standards, lack of autonomy and academic freedom, increasing societal expectations and a growth in demand for higher education.
Assuring Quality in the Management of Secondary Schools in Nigeria Issues, Ch...YogeshIJTSRD
This paper examined the issues and challenges of assuring the quality of secondary schools in Nigeria and the strategies on the way forward. In doing that, such concepts like quality, quality assurance, management, secondary education and state of secondary school in Nigeria were reviewed. Irrespective of the fact that some aspects of education may be considered as improving, reviews have shown that students’ ability for practical curricular activities are deteriorating showing that quality of our educational system is poor and not assured. The challenges of assuring quality among others were observed to be increasing school enrolment, ineffective teaching and learning process, the poor motivation of teachers, lack of educational resources, lack of quality control and poor funding to schools. To overcome these challenges the paper observed the following strategies as the way forward adequate funding, adequate equipment and facilities, provision of incentives to staff, provision of qualified manpower, effective supervisory system, improving on teachers’ level of training etc. When these are done it is believed that the quality of the educational system would be achieved and assured. Therefore efforts must be made to assure quality in the secondary school system in its totality consisting of quality teaching for quality products. Osaat, Dinah Sunday | Nzokurum, Joy "Assuring Quality in the Management of Secondary Schools in Nigeria: Issues, Challenges and the Way Forward" Published in International Journal of Trend in Scientific Research and Development (ijtsrd), ISSN: 2456-6470, Volume-5 | Issue-3 , April 2021, URL: https://www.ijtsrd.com/papers/ijtsrd39937.pdf Paper URL: https://www.ijtsrd.com/humanities-and-the-arts/education/39937/assuring-quality-in-the-management-of-secondary-schools-in-nigeria-issues-challenges-and-the-way-forward/osaat-dinah-sunday
The National Education Policy 2020 (NEP 2020), which was approved by the Union Cabinet of India on 29 July 2020, outlines the vision of India's new education system
The education policy in India has changed after 34 years.
This presentation contains major changes made in the National Education policy of 2020 and what will be its future impact.
Do share your reviews about the New Eduction policies.
Research on the teaching quality structure of Sino foreign joint university a...inventionjournals
With the Chinese economy’ rising, the development of Sino foreign joint university also rapidly smoothly developed. As one of the few China jointly University, the teaching quality of Xi`an Jiao Tong - Liverpool University (XJTLU) has a typical characteristics of its remarkable advantage. This research through the analysis on the internal structure of its teaching quality, saying that there are three aspects playing very important roles: one is the teaching management system better rely on high efficient but simple functions; second is the research-led training or teaching process can guide teachers, students and teaching itself to stimulate the potential; third is the teaching quality assurance system essentially can effectively guide and control the teaching quality of higher education on the right way. It is proved that the teaching quality orientation system can flexibly adapt to the development of education industry
Challenges and Prospects of Private Universities in Bangladeshratun sheikh
In Bangladesh, the number of public universities is 35 and private universities is approximately
48. Education is the key to success, education make life meaningful. Receiving education is one
of the foremost demands of life. In Bangladesh, now there are two trends of higher educationpublic universities and private universities. Public universities are the oldest and ancient mode of
education in our country, whereas the private universities are very recent one. Now public and
private universities are working side by side in higher education set-up. But the common fact is
that, there is almost no doubt and controversy about the quality of higher education imparted by
public universities. They have, from the very beginning, created respectability to the scholars,
students, and teachers and in the people in general. On the contrary, private universities are also
doing the same thing- imparting education at affordable and minimal cost. Despite the fact, there
is a general and commonplace tendency to ignore the quality of education provides be provided
by private universities. Considering this fact, we made a research to find out the role of private
universities in higher education in Bangladesh.
This study analyzes Indonesian and Malaysian universities in order to evaluate the reality of higher education in both countries, uncover the dynamics and causes influencing higher education, and disclose the similarities and contrasts between the Indonesian and Malaysian systems. Birdy's comparative descriptive method was used. This research relies on trustworthy global rating websites, statistics from the Indonesian and Malaysian Ministries of Higher Education, high-quality publications, and authoritative news. Indonesian higher education is largely entirely supported by the government and tuition fees at private universities. Due to a lack of collaboration between universities and industry groups, Indonesian higher education lacks a connection between scientific research, technical education, and the job market. Unlike Malaysia, it stresses scientific research, community service, and labor market demands. The researchers hypothesized the following processes based on the comparator countries: Adopting a productive university focused on output application via instruction and advice. Community-government and private-sector connections using research to enhance firm products collaboration with a firm or group to provide services that benefit them in exchange for participation in higher education goals, payment of expenditures, and use of outcomes. Through cooperative education, businesses and institutions may train and prepare university students for the job market.
Brief Review for Quality of Education in Institutions of Gujarat Stateijtsrd
Education development is a prime necessity for any state as well as country. This enhances the basic requirements pertaining to the education system as a whole. To visualize the quality of education pertaining to secondary and higher education a brief study is made in this paper which can highlight in nutshell the quality of education among the institutions for secondary and higher education that are situated in Gujarat state. Statistical indicators are presented in brief to highlight about the educational system. Dr. Mahesh H. Vaghela "Brief Review for Quality of Education in Institutions of Gujarat State" Published in International Journal of Trend in Scientific Research and Development (ijtsrd), ISSN: 2456-6470, Volume-5 | Issue-2 , February 2021, URL: https://www.ijtsrd.com/papers/ijtsrd38626.pdf Paper Url: https://www.ijtsrd.com/humanities-and-the-arts/education/38626/brief-review-for-quality-of-education-in-institutions-of-gujarat-state/dr-mahesh-h-vaghela
Implementation of total quality management in cheap packages education Progra...SubmissionResearchpa
Quality management is something that needs to be prepared in improving human resources in the coming era. Pursuing an education package is one of the solutions in overcoming the equal distribution of education to improve the quality of Indonesian human resources. The quality of pursuing education packages must also be prepared to carry out quality education. The quality of pursuing education packages can be implemented by fulfilling four aspects, namely aspects of leadership, aspects of the quality of educators, aspects of service quality and aspects of customer satisfaction. The synergy of the four aspects is the key to the success of a quality education that is well realized by M Sururi and M.Ihsan Dacholfany 2020. Implementation of total quality management in cheap packages education Program in Community Learning Activity Center (PKBM) Maju Jaya Mesuji district lampung Indonesia. International Journal on Integrated Education. 2, 5 (Mar. 2020), 1-9. DOI:https://doi.org/10.31149/ijie.v2i5.135. https://journals.researchparks.org/index.php/IJIE/article/view/135/132 https://journals.researchparks.org/index.php/IJIE/article/view/135
HIGHER EDUCATION CHALLENGES IN PAKISTANAwaisAhmed201
The higher education system is facing hard challenges, for example inadequate funding, poor infrastructure, quality and standards, lack of autonomy and academic freedom, increasing societal expectations and a growth in demand for higher education.
Assuring Quality in the Management of Secondary Schools in Nigeria Issues, Ch...YogeshIJTSRD
This paper examined the issues and challenges of assuring the quality of secondary schools in Nigeria and the strategies on the way forward. In doing that, such concepts like quality, quality assurance, management, secondary education and state of secondary school in Nigeria were reviewed. Irrespective of the fact that some aspects of education may be considered as improving, reviews have shown that students’ ability for practical curricular activities are deteriorating showing that quality of our educational system is poor and not assured. The challenges of assuring quality among others were observed to be increasing school enrolment, ineffective teaching and learning process, the poor motivation of teachers, lack of educational resources, lack of quality control and poor funding to schools. To overcome these challenges the paper observed the following strategies as the way forward adequate funding, adequate equipment and facilities, provision of incentives to staff, provision of qualified manpower, effective supervisory system, improving on teachers’ level of training etc. When these are done it is believed that the quality of the educational system would be achieved and assured. Therefore efforts must be made to assure quality in the secondary school system in its totality consisting of quality teaching for quality products. Osaat, Dinah Sunday | Nzokurum, Joy "Assuring Quality in the Management of Secondary Schools in Nigeria: Issues, Challenges and the Way Forward" Published in International Journal of Trend in Scientific Research and Development (ijtsrd), ISSN: 2456-6470, Volume-5 | Issue-3 , April 2021, URL: https://www.ijtsrd.com/papers/ijtsrd39937.pdf Paper URL: https://www.ijtsrd.com/humanities-and-the-arts/education/39937/assuring-quality-in-the-management-of-secondary-schools-in-nigeria-issues-challenges-and-the-way-forward/osaat-dinah-sunday
The National Education Policy 2020 (NEP 2020), which was approved by the Union Cabinet of India on 29 July 2020, outlines the vision of India's new education system
The education policy in India has changed after 34 years.
This presentation contains major changes made in the National Education policy of 2020 and what will be its future impact.
Do share your reviews about the New Eduction policies.
Research on the teaching quality structure of Sino foreign joint university a...inventionjournals
With the Chinese economy’ rising, the development of Sino foreign joint university also rapidly smoothly developed. As one of the few China jointly University, the teaching quality of Xi`an Jiao Tong - Liverpool University (XJTLU) has a typical characteristics of its remarkable advantage. This research through the analysis on the internal structure of its teaching quality, saying that there are three aspects playing very important roles: one is the teaching management system better rely on high efficient but simple functions; second is the research-led training or teaching process can guide teachers, students and teaching itself to stimulate the potential; third is the teaching quality assurance system essentially can effectively guide and control the teaching quality of higher education on the right way. It is proved that the teaching quality orientation system can flexibly adapt to the development of education industry
Challenges and Prospects of Private Universities in Bangladeshratun sheikh
In Bangladesh, the number of public universities is 35 and private universities is approximately
48. Education is the key to success, education make life meaningful. Receiving education is one
of the foremost demands of life. In Bangladesh, now there are two trends of higher educationpublic universities and private universities. Public universities are the oldest and ancient mode of
education in our country, whereas the private universities are very recent one. Now public and
private universities are working side by side in higher education set-up. But the common fact is
that, there is almost no doubt and controversy about the quality of higher education imparted by
public universities. They have, from the very beginning, created respectability to the scholars,
students, and teachers and in the people in general. On the contrary, private universities are also
doing the same thing- imparting education at affordable and minimal cost. Despite the fact, there
is a general and commonplace tendency to ignore the quality of education provides be provided
by private universities. Considering this fact, we made a research to find out the role of private
universities in higher education in Bangladesh.
This study analyzes Indonesian and Malaysian universities in order to evaluate the reality of higher education in both countries, uncover the dynamics and causes influencing higher education, and disclose the similarities and contrasts between the Indonesian and Malaysian systems. Birdy's comparative descriptive method was used. This research relies on trustworthy global rating websites, statistics from the Indonesian and Malaysian Ministries of Higher Education, high-quality publications, and authoritative news. Indonesian higher education is largely entirely supported by the government and tuition fees at private universities. Due to a lack of collaboration between universities and industry groups, Indonesian higher education lacks a connection between scientific research, technical education, and the job market. Unlike Malaysia, it stresses scientific research, community service, and labor market demands. The researchers hypothesized the following processes based on the comparator countries: Adopting a productive university focused on output application via instruction and advice. Community-government and private-sector connections using research to enhance firm products collaboration with a firm or group to provide services that benefit them in exchange for participation in higher education goals, payment of expenditures, and use of outcomes. Through cooperative education, businesses and institutions may train and prepare university students for the job market.
This study aimed to analyze learning at the level of higher education. The
practice of higher education, of course, also requires a transformation of
learning. It is intended to achieve the competencies needed in the 21
st
century. The study used a qualitative approach. Observations were made on
online learning practices at Lambung Mangkurat University, Banjarmasin,
Indonesia from March to May 2021. In-depth interviews employed with 17
students who live in Banjarmasin. Miles and Huberman's data analysis
technique reduces interview data. The study results described that learning at
the higher education level has differences in the achievement of the graduate
profile. There are two main patterns, namely, institution-centered learning
and student-centered learning. The student's need for network strengthening
requires the systemic transformation of learning. One learning
transformation that can be carried out is strengthening learning practices
outside the classroom with partners (stakeholders). The primary purpose of
partner involvement is a condition designed so that students can increase
network capital. This linking capital is expected to be an opportunity for
students to increase student succession when they graduate from higher
education.
This presentation summarizes an entire paper on;
1) Strategies to attain effective HRM in education
2) Comparison of educational stories in different countries.
3) Importance of building strong research department
Nature of Development Caused by Remittances in the Education sector of Bangla...iosrjce
IOSR Journal of Economics and Finance (IOSR-JEF) discourages theoretical articles that are limited to axiomatics or that discuss minor variations of familiar models. Similarly, IOSR-JEF has little interest in empirical papers that do not explain the model's theoretical foundations or that exhausts themselves in applying a new or established technique (such as cointegration) to another data set without providing very good reasons why this research is important.
THE K-12 SENIOR HIGH SCHOOL PROGRAM: THE CASE OF LABORATORY HIGH SCHOOL, COTA...tarhataguiamalon
Abstract
The implementation of the K-12 Senior High School program makes Filipino students competitive globally. On this premise, a study to assess the K-12 Senior High School program of Laboratory High School (LHS) of Cotabato City State Polytechnic College (CCSPC). Also, it explored the resources, teachers' instructional practices, the attainment of the objectives of the program, and the challenges encountered in the implementation. It employed descriptive-evaluative design. It administered survey questionnaires to 202 total number of respondents composed of 169 senior high school students who were chosen randomly and 30 teachers, including three staff, who were selected using Complete Total Enumeration. It was conducted last school year 2019-2020. Results revealed that services and resources evidently provided. The teachers of the LHS have evidently practiced the instructional practices in terms of teaching strategies, classroom management, and assessment of learning. Considering the findings it was concluded that Despite the big class size and with faculty possess degrees appropriate and relevant to the high school program and other qualifications, the LHS maintains its public image of excellence in both curricular and extracurricular activities in which have been a sign that instructional supervision of the Laboratory High School is of a high standard.
Keywords: Assessment, K-12 Senior High School, Instructional Practices, Resources
The descriptive study on need for transformational change in Higher Education...inventionjournals
dia is hastening toward economic success and modernization, counting on high-tech industries such as information technology, bio-technology and Robotics to drive the nation to prosperity. The economic and cultural environmental factors have heavily impacted higher education system; the rapid changing economical, cultural, demographical and other factors have led to the faster pace of change in the higher education system. It is very important to update our education system and style as per the social and industrial norms. The higher education institutions are more important for cross border relationships and continuous global flows of public, information, technologies, and financial capital. Higher education focuses more on research based teaching rather than traditional way of classroom teaching. This paper focuses on history, development, challenges and need for changes in higher education for global scenario and emphasizes on teaching, research and consultancy requirement in higher education.
The Impact of Employment Progression on Students Towards Higher Educationinventy
Research Inventy : International Journal of Engineering and Science is published by the group of young academic and industrial researchers with 12 Issues per year. It is an online as well as print version open access journal that provides rapid publication (monthly) of articles in all areas of the subject such as: civil, mechanical, chemical, electronic and computer engineering as well as production and information technology. The Journal welcomes the submission of manuscripts that meet the general criteria of significance and scientific excellence. Papers will be published by rapid process within 20 days after acceptance and peer review process takes only 7 days. All articles published in Research Inventy will be peer-reviewed.
Professional Development of Mongolian Teachers A Case Study in Primary Schoolsijtsrd
This research work examines the fluidity of professional development activities on principal factors at the teacher level that are important for primary school teachers of Mongolia. The result of the study shows that there are 4 factors of the level of education that are important for the professional development of teachers. This supplies evidence of support to education professionals for the implementation of effective professional development programs to promote integration in education, especially in the context of the developing country. Erdenetsogt Togosmaa | Enkhbileg Tsendsuren | Tsevegdorj Battsetseg ""Professional Development of Mongolian Teachers: A Case Study in Primary Schools"" Published in International Journal of Trend in Scientific Research and Development (ijtsrd), ISSN: 2456-6470, Volume-3 | Issue-4 , June 2019, URL: https://www.ijtsrd.com/papers/ijtsrd23815.pdf
Paper URL: https://www.ijtsrd.com/humanities-and-the-arts/education/23815/professional-development-of-mongolian-teachers-a-case-study-in-primary-schools/erdenetsogt-togosmaa
Factors affecting the quality of e-learning during the COVID-19 pandemic from...eraser Juan José Calderón
"Factors affecting the quality of e-learning during the COVID-19 pandemic from the perspective of higher education students." de Elumalai, K. V., Sankar, J. P., R, K., John, J. A., Menon, N., Alqahtani, M. S. N., & Abumelha. M. A. (2020).
Challenges and Opportunities in the Context of Internationalization of Higher...RajaDastan
The World Bank's 1991 'World Development Report' has made a very interesting observation that the scientific and technological progress and enhanced productivity in any nation have a close link with investment in human capital as well as the quality of the economic environment. Scientific and technological capabilities are, however, unevenly distributed in the world and are linked with the education system in a nation.
American Journal of Multidisciplinary Research and Development is indexed, refereed and peer-reviewed journal, which is designed to publish research articles.
Similar to Challenges of quality higher education in bangladesh a study on public universities (20)
Synthetic Fiber Construction in lab .pptxPavel ( NSTU)
Synthetic fiber production is a fascinating and complex field that blends chemistry, engineering, and environmental science. By understanding these aspects, students can gain a comprehensive view of synthetic fiber production, its impact on society and the environment, and the potential for future innovations. Synthetic fibers play a crucial role in modern society, impacting various aspects of daily life, industry, and the environment. ynthetic fibers are integral to modern life, offering a range of benefits from cost-effectiveness and versatility to innovative applications and performance characteristics. While they pose environmental challenges, ongoing research and development aim to create more sustainable and eco-friendly alternatives. Understanding the importance of synthetic fibers helps in appreciating their role in the economy, industry, and daily life, while also emphasizing the need for sustainable practices and innovation.
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Acetabularia acetabulum is a single-celled green alga that in its vegetative state is morphologically differentiated into a basal rhizoid and an axially elongated stalk, which bears whorls of branching hairs. The single diploid nucleus resides in the rhizoid.
Normal Labour/ Stages of Labour/ Mechanism of LabourWasim Ak
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Introduction to AI for Nonprofits with Tapp NetworkTechSoup
Dive into the world of AI! Experts Jon Hill and Tareq Monaur will guide you through AI's role in enhancing nonprofit websites and basic marketing strategies, making it easy to understand and apply.
Operation “Blue Star” is the only event in the history of Independent India where the state went into war with its own people. Even after about 40 years it is not clear if it was culmination of states anger over people of the region, a political game of power or start of dictatorial chapter in the democratic setup.
The people of Punjab felt alienated from main stream due to denial of their just demands during a long democratic struggle since independence. As it happen all over the word, it led to militant struggle with great loss of lives of military, police and civilian personnel. Killing of Indira Gandhi and massacre of innocent Sikhs in Delhi and other India cities was also associated with this movement.
2024.06.01 Introducing a competency framework for languag learning materials ...Sandy Millin
http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
June 3, 2024 Anti-Semitism Letter Sent to MIT President Kornbluth and MIT Cor...Levi Shapiro
Letter from the Congress of the United States regarding Anti-Semitism sent June 3rd to MIT President Sally Kornbluth, MIT Corp Chair, Mark Gorenberg
Dear Dr. Kornbluth and Mr. Gorenberg,
The US House of Representatives is deeply concerned by ongoing and pervasive acts of antisemitic
harassment and intimidation at the Massachusetts Institute of Technology (MIT). Failing to act decisively to ensure a safe learning environment for all students would be a grave dereliction of your responsibilities as President of MIT and Chair of the MIT Corporation.
This Congress will not stand idly by and allow an environment hostile to Jewish students to persist. The House believes that your institution is in violation of Title VI of the Civil Rights Act, and the inability or
unwillingness to rectify this violation through action requires accountability.
Postsecondary education is a unique opportunity for students to learn and have their ideas and beliefs challenged. However, universities receiving hundreds of millions of federal funds annually have denied
students that opportunity and have been hijacked to become venues for the promotion of terrorism, antisemitic harassment and intimidation, unlawful encampments, and in some cases, assaults and riots.
The House of Representatives will not countenance the use of federal funds to indoctrinate students into hateful, antisemitic, anti-American supporters of terrorism. Investigations into campus antisemitism by the Committee on Education and the Workforce and the Committee on Ways and Means have been expanded into a Congress-wide probe across all relevant jurisdictions to address this national crisis. The undersigned Committees will conduct oversight into the use of federal funds at MIT and its learning environment under authorities granted to each Committee.
• The Committee on Education and the Workforce has been investigating your institution since December 7, 2023. The Committee has broad jurisdiction over postsecondary education, including its compliance with Title VI of the Civil Rights Act, campus safety concerns over disruptions to the learning environment, and the awarding of federal student aid under the Higher Education Act.
• The Committee on Oversight and Accountability is investigating the sources of funding and other support flowing to groups espousing pro-Hamas propaganda and engaged in antisemitic harassment and intimidation of students. The Committee on Oversight and Accountability is the principal oversight committee of the US House of Representatives and has broad authority to investigate “any matter” at “any time” under House Rule X.
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A Strategic Approach: GenAI in EducationPeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
Safalta Digital marketing institute in Noida, provide complete applications that encompass a huge range of virtual advertising and marketing additives, which includes search engine optimization, virtual communication advertising, pay-per-click on marketing, content material advertising, internet analytics, and greater. These university courses are designed for students who possess a comprehensive understanding of virtual marketing strategies and attributes.Safalta Digital Marketing Institute in Noida is a first choice for young individuals or students who are looking to start their careers in the field of digital advertising. The institute gives specialized courses designed and certification.
for beginners, providing thorough training in areas such as SEO, digital communication marketing, and PPC training in Noida. After finishing the program, students receive the certifications recognised by top different universitie, setting a strong foundation for a successful career in digital marketing.
Embracing GenAI - A Strategic ImperativePeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
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Unit 8 - Information and Communication Technology (Paper I).pdf
Challenges of quality higher education in bangladesh a study on public universities
1. Journal of Education and Practice www.iiste.org
ISSN 2222-1735 (Paper) ISSN 2222-288X (Online)
Vol.4, No.8, 2013
151
Challenges of Quality Higher Education in Bangladesh: A Study
on Public Universities
Shakhawat Hossain Sarkar 1*
Shohel Rana 2
Rudaba Afrin Zitu3
1. Assistant Professor, Department of Accounting and Information Systems, Jatiya Kabi Kazi Nazrul
Islam University, Trishal, Mymensingh, Bangladesh and Research Scholar, Institute of Education and
Research, University of Rajshahi, Bangladesh.
2. Assistant Professor, Department of Finance and Banking, Jatiya Kabi Kazi Nazrul Islam University,
Trishal, Mymensingh, Bangladesh.
3. Research Scholar, Institute of Education and Research, University of Rajshahi, Rajshahi, Bangladesh.
* sarkar_knu@yahoo.com
Abstract
The study addresses the challenges of quality higher education in public universities of Bangladesh considering
teaching aids, library facilities, availability of books and journals, research facilities, and laboratory facilities as
independent variables and quality of higher education as dependent variable. Data has been collected through
semi-structured questionnaire/ interview schedule from two main stakeholders of higher education- teachers and
students. The study demonstrates that insufficiency of key elements is the main challenge of quality higher
education in public universities of Bangladesh. Budgetary provision and utilization of the same are two major
limiting factors to enhance those facilities.
Keywords: Higher Education, Public University, Budgetary Provision, Likert-type scale.
1. Introduction
Education for all and assurance of quality education are the prime objectives of the Government of the People’s
Republic of Bangladesh (Rahman, 2010). In the era of globalization, when intellectual capital is more and more
valued both by individuals and nations then higher education has become significantly important. Higher
education can produce critical thinkers and innovators, as well as healthy, informed and enthusiastic citizens
(Chaudhary, Iqbal, and Gillani 2009). Standard of intellectual capital depends on the quality of teaching-learning,
research facilities, laboratory facilities, library facilities, modernization of course curriculum, etc. Higher
education will not succeed in achieving its goal to bring out enlightened, highly skilled, trained, motivated and
morally committed individuals if it fails ensure quality comparable to the developed world. Consequently, the
country will fail to achieve its development objectives. Higher education endorses social mobility and a high
standard of living (Chaudhary, Iqbal, and Gillani 2009). It is generally agreed by academicians, education
thinkers, education researchers, education policy planners and other stakeholders that the quality of higher
education in Bangladesh has been deteriorating steadily, in some areas quite alarmingly, over the last two
decades (Salahuddin & Aminuzzaman, 2011). As such the reasons for declining the quality of higher education
need to be evaluated and addressed properly. The cost of higher education in a developing country like
Bangladesh is cheaper compared to developed nations (Bhuiyan and Hakim, 1995). But quality is more
important than cost. Adequate budgetary provision and proper utilization of the same are essential to ensure the
excellence in higher education. Higher education has enormous potential to promote prosperity in the
developing nations (Mobasser and Muhammed, 2010). There are 95 universities in Bangladesh, out of which, 34
are public, 2 are international and the rest 59 are private. Out of 34 public Universities, 32 are teaching
universities having classroom, residential accommodation and other physical facilities in their own campus. Two
universities are of special type- one is the National University (NU) and other is Bangladesh Open University
(BOU). The former is an affiliating university, which affiliates all degree colleges in Bangladesh, conducts
examination and award certificates or diplomas depending on the nature of academic programs. The university
offers subject-wise special programs of training for the teachers of the affiliated colleges. It has also made
provision for conducting M. Phil and Ph.D. research works for the teachers of the affiliated colleges in
Bangladesh. Open University provides education in distance mode. Number of universities, both public and
private, is increasing day by day, but the quality of higher education is not increasing compare to neighbor
countries. No Bangladeshi University is in the list of top 400 World’s best universities (U. S. News, 2011). On
the other hand, in the ranking web of world universities July 2012-position of Bangladesh University of
Engineering and Technology (BUET) is 2398 and BUET is the 1st position Bangladeshi University in the
ranking. So, this is the time to identify different obstacles and challenges that hold back the quality of higher
education especially in public universities.
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2. Rationale of the study
The study is very essential for several reasons. Firstly, this study has contributed to the existing stock of
knowledge through providing new literature on education especially quality component of higher education and
budgetary provision for higher education. To survive in the global village, quality higher education is a must.
And it is alleged that financing has an impact on the quality of higher education. In this context, the researchers
have tried to find out the relationship between quality of higher education and budgetary provision. This study
discloses all the primary factors that are capable of influencing the quality of higher education in Bangladesh.
Secondly, the findings of the study would help the education policy planners to make suitable policy measures
for higher education in Bangladesh. Finally, this study would facilitate proper implementation of policies to
improve the quality of higher education in Bangladesh.
3. Literature review
Government funding for higher education and research is not at all adequate and UGC fails to provide fund
according to the need of the public universities (Mobassern and Muhammed, 2010). There is a long run
relationship between economic growth and higher education (Chaudhary, Iqbal, and Gillani 2009). In
Bangladesh, different Education Commissions have theoretically emphasized on unlocking potential at all levels
of the society and creating a pool of highly trained individuals, who could contribute to the nation building. But
in practice the academic standard of Bangladeshi universities are very weak and as such they have measurably
failed to bring any positive change (Mobasser and Muhammed, 2010). Better understanding among teachers and
students, introduction of modern teaching methods and dedication of teachers and students can improve the
quality of higher education in Bangladesh (Mobasser and Muhammed, 2010). The higher education is costly
every where in the world, but in Bangladesh higher education is cheaper compared to developed countries.
Cheaper higher educational opportunities in Bangladesh should be utilized effectively and efficiently to develop
individuals for socio-economic development of the nation. Education policy during East Pakistan had
emphasized on moral, ethical and religious development of a human being but after the independence of
Bangladesh the National Education Policy 2010 has emphasized on learning of specialized knowledge and/ or
skill. Education contributes to economic development of any nation. The improvement of higher education
facilities may attract foreign students to our country as well as local outgoing students which could generate
more government revenues (Bhuiyan and Hakim, 1995). There is great controversy about the quality of
education that private universities provide. Most of the private universities are running their academic activities
in rented buildings without enough research facilities. The quality of education depends on quality classroom
teaching (Rony and Rashid, 2009). Standard of quality teaching depends on: (1) clear tasks/ aims; (2)
competence of the teacher; (3) use of suitable teaching methods; (4) meaningful outcome of teaching; (5)
effective presentation of scientific knowledge; (6) teacher’s self-assessment (Rony and Rashid, 2009 cited in
Cannon and Newble 2000:220-223). Education is neither an economic goods nor an economic service.
Economic goods and services are traded in the market on the basis of commercial philosophy of profit and
maximization of utility. Profit maximization motive of private investors in education has been minimizing the
social objectives of education including quality. Thus business in education must be stopped by government
intervention. Commercialization of education is creating negative impact on social, economical, political and
cultural environment (Rahman, 2010). Teaching profession must be made attractive through offering separate
salary structure so that talented and bright persons with high academic and research background come into this
profession. Teachers should be evaluated on the basis of his teaching quality, research and publication.
Politicization and favoritism of employment, posting, and promotion must be stopped. Quality and quality be the
only criterion (Rahman, 2010). From the review of available related literature it is clear that none of the previous
research had strived to find out the hidden reasons for deteriorating the quality of higher education in Bangladesh.
Thus there is a research gap and as such this study has been planned.
4. Objectives
The main objective of the study is to identify the elements contributing to the quality of higher education in
public universities of Bangladesh. The specific objectives of the study are-
i. to evaluate the teaching- learning system in public universities of Bangladesh;
ii. to identify the challenges of quality education in public universities of Bangladesh;
iii. to find out the relationship between budgetary provision and quality of higher education in Bangladesh.
5. Methodology
The study is based on both primary and secondary data. Two public universities have been purposively selected
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considering the location, establishment period, and nature of education. One is Jatiya Kabi Kazi Nazrul Islam
University (JKKNIU) which is the mother University of first two authors and another is Bangladesh Agricultural
University (BAU) which is the nearest university from JKKNIU. On the other hand, JKKNIU is a newly
established general university and BAU is the oldest agricultural university in Bangladesh. Secondary data have
been collected from the 37th
Annual Report 2010 of Bangladesh University Grant Commission (UGC) and other
published reports and literature from different sources. Primary data has been collected through face to face
interview with the teachers and students of the selected universities using semi-structured questionnaire/
interview schedule. This study has covered all faculties of both the universities. There are four faculties in
JKKNIU and six faculties in BAU. Sample size was 229 which included 30 teachers and 56 students of JKKNIU,
and 45 teachers and 98 students of BAU. The respondents have been selected randomly, but their willingness to
provide information has been taken into consideration. Qualitative data has been converted into quantitative data
by using 5 points Likert-type scale from highly satisfactory/ highly appropriate/ 90 percent or above to highly
dissatisfactory/ others/ less than 60 percent. Highest satisfaction level got 5 points and lowest satisfaction level
got 1 point. Collected data has been analyzed by using weighted average and percentage.
6. Results and Discussion:
6.1. It is evident from table-1 that classes are held according to credit hour is more than 80 percent in both the
universities. It is also found that the classes held in BAU are more than JKKNIU. About 82 percent teachers and
85 percent students of BAU opined that their classes are held according to credit hour is 90 percent or above.
The mean score of classes held in BAU is about 4.80 (teachers 4.82 and students 4.80) in the scale of 5.00. On
the other hand, 47 percent teacher and 55 percent students of JKKNIU gave opinion that their classes are held
according to credit hour is 90 percent or above. The mean score of classes held in JKKNIU is about 4.40
(teachers 4.43 and students 4.39) in the scale of 5.00. There are different reasons for classes not held according
to credit hour. The teacher respondents of both the universities mentioned different reasons. Half of the
respondents of JKKNIU and one third of the respondents of BAU mentioned that the reason for not holding
classes is due to meeting of academic affairs, 23 percent respondents of JKKNIU and 17 percent respondents of
BAU mentioned that the reason is insufficient teaching staff, 9 percent respondents of JKKNIU and zero percent
respondents of BAU mentioned that the reason is involvement in personal activities, and 18 percent respondents
of JKKNIU and 50 percent respondents of BAU mentioned other reasons such as insufficient accommodation
facilities, over class load, time constraints, unavoidable circumstances etc.
Table-1: Classes held according to credit hour
Range of
class
Teachers’ Opinion Students’ opinion
JKKNIU BAU JKKNIU BAU
Respondents
Percent
Score
Respondents
Percent
Score
Respondents
Percent
Score
Respondents
Percent
Score
≥90% 14 47 70 37 82 185 31 55 155 83 85 415
80% to
<90%
15 50 60 08 18 32 16 29 64 10 10 40
70% to<
80%
01 03 03 00 00 00 09 16 27 05 05 15
60% to
<70%
00 00 00 00 00 00 00 00 00 00 00 00
<60% 00 00 00 00 00 00 00 00 00 00 00 00
Total 30 100 133 45 100 217 56 100 246 98 100 470
Mean 4.43 4.82 4.39 4.80
Source: Data collected through face to face interview using semi-structured questionnaire/ interview schedule.
6.2. It is found in table-2 that one third of the teachers of JKKNIU and almost all teachers of BAU use
multimedia projector in the class room. On the other hand, 38 percent students of JKKNIU and 99 percent
students of BAU opined that teachers use multimedia projector. So, there is no significant difference between the
opinion given by the teachers and the students of both the universities. But, the rate of use of multimedia
projector in JKKNIU is very low. In another question, the teachers of JKKNIU mentioned the reasons for not
using multimedia projector in the class room. About 44 percent teachers of JKKNIU mentioned that projector is
not available in their department, 28 percent mentioned that projector is not important due to class nature, 16
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percent mentioned that infrastructure facilities are insufficient for using projector, and 12 percent mentioned
others reasons, but they didn’t identify the specific reason.
Table-2: Classes taken using Multimedia/ Overhead Projector
Response Teachers’ Opinion Students’ Opinion
JKKNIU BAU JKKNIU BAU
Respondents
Percent
Respondents
Percent
Respondents
Percent
Respondents
Percent
Yes 10 33 44 98 21 38 97 99
No 20 67 01 02 35 62 01 01
Total 30 100 45 100 56 100 98 100
Source: Data collected through face to face interview using semi-structured questionnaire/ interview schedule.
6.3. It is observed from table-3 that the mean score of teachers of JKKNIU about their teaching quality is 3.87 in
the scale of 5.00, while the mean score of students of JKKNIU about the teaching quality of their teachers is 4.18
in the scale of 5.00. Similarly, the mean score of teachers of BAU about their teaching quality is 4.02 in the scale
of 5.00, while the mean score of students of BAU about the teaching quality of their teachers is 4.18 in the scale
5.00. So, the students gave more positive response about the teaching quality of their teachers than the teacher’s
opinion about their own teaching quality in both the universities.
Table-3: Teaching Quality of the Teachers
Satisfaction
Levels
Teachers’ Opinion Students’ Opinion
JKKNIU BAU JKKNIU BAU
Respondents
Percent
Score
Respondents
Percent
Score
Respondents
Percent
Score
Respondents
Percent
Score
Highly
Satisfactory
04 13 20 06 13 30 26 46 130 41 42 205
Satisfactory 22 74 88 34 76 136 16 29 64 37 38 148
Moderate 00 00 00 05 11 15 12 21 36 17 17 51
Dissatisfactory 04 13 08 00 00 00 02 04 04 03 03 06
Highly
Dissatisfactory
00 00 00 00 00 00 00 00 00 00 00 00
Total 30 100 116 45 100 181 56 100 234 98 100 410
Mean 3.87 4.02 4.18 4.18
Source: Data collected through face to face interview using semi-structured questionnaire/ interview schedule.
6.4. There were two types of questions about students’ learning- for the teachers this question was 5 levels of
satisfaction and for students this was only ‘Yes/ No’ type question. Mean score of teachers’ opinion about
students’ learning is 3.47 in the scale 5.00 in JKKNIU and 3.62 in the scale 5.00 in BAU. However, 82 percent
students of JKKNIU and 96 percent students of BAU are satisfied with their learning. In this question the
opinions of teachers’ and students’ of both universities are not same.
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Table-4: Opinion about Students’ Learning
Satisfaction Levels Teachers’ Opinion
Comment
Students’ Opinion
JKKNIU BAU JKKNIU BAU
Respondents
Percent
Score
Respondents
Percent
Score
Respondents
Percent
Respondents
Percent
Highly
Satisfactory
01 03 05 05 11 25 Yes 46 82 94 96
Satisfactory 17 57 68 22 49 88 No 10 18 04 04
Moderate 08 27 24 14 31 42 Total 56 100 98 100
Dissatisfactory 03 10 06 04 09 08
Highly
Dissatisfactory
01 3 01 00 00 00
Total 30 100 104 45 100 163
Mean 3.47 3.62
Source: Data collected through face to face interview using semi-structured questionnaire/ interview schedule.
6.5. Table-5 demonstrates that the mean score of opinion of teachers’ and students’ about library facilities in
JKKNIU are very low at 2.33 percent and 3.00 respectively in the scale of 5.00. On the other hand, the mean
score of opinions of teachers and students of BAU are 3.78 and 4.09 in the scale 5.00. In BAU, library facilities’
are not up to the mark, but library facilities in JKKNIU is too poor to ensure quality higher education.
Table-5: Library Facilities
Satisfaction
Levels
Teachers’ Opinion Students’ Opinion
JKKNIU BAU JKKNIU BAU
Respondents
Percent
Score
Respondents
Percent
Score
Respondents
Percent
Score
Respondents
Percent
Score
Highly
Satisfactory
00 00 00 07 16 35 02 04 10 29 30 145
Satisfactory 02 07 08 25 56 100 16 28 64 51 52 204
Moderate 09 30 27 09 20 27 20 36 60 16 16 48
Dissatisfactory 16 53 32 04 08 08 16 28 32 02 02 04
Highly
Dissatisfactory
03 10 03 00 00 00 02 04 02 00 00 00
Total 30 100 70 45 100 170 56 100 168 98 100 401
Mean 2.33 3.78 3.00 4.09
Source: Data collected through face to face interview using semi-structured questionnaire/ interview schedule.
6.6. Table-6 reveals that the mean score of opinion of teachers and students’ of JKKNIU about the question are
very low than that of the opinion of teachers and students of BAU. The mean score of teachers and students of
JKKNIU are 2.13 and 2.70 respectively in scale of 5.00. On the other hand, the mean score of teachers and
students of BAU are 3.69 and 3.93 respectively in the scale of 5.00. Collection of books, periodicals, journals in
the libraries of both the selected universities are insufficient. This is one of the main obstacles to quality higher
education in the public universities in Bangladesh.
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Table-6: Availability of Books and Journals in the Library
Satisfaction
Levels
Teachers’ Opinion Students’ Opinion
JKKNIU BAU JKKNIU BAU
Respondent
s
Percent
Score
Respondent
s
Percent
Score
Respondent
s
Percent
Score
Respondent
s
Percent
Score
Highly
Satisfactory
00 00 00 09 20 45 00 00 00 24 25 120
Satisfactory 01 03 04 19 42 76 15 27 60 46 47 184
Moderate 06 20 18 11 25 33 13 23 39 25 25 75
Dissatisfactory 19 63 38 06 13 12 24 43 48 03 03 06
Highly
Dissatisfactory
04 14 04 00 00 00 04 07 04 00 00 00
Total 30 100 64 45 100 166 56 100 151 98 100 385
Mean 2.13 3.69 2.70 3.93
Source: Data collected through face to face interview using semi-structured questionnaire/ interview schedule.
6.7. It is evident from table-7 that the mean score of opinion of teachers and students about laboratory facilities
are very low in JKKNIU than BAU. The mean score of teachers and students of JKKNIU are 2.13 and 2.27
respectively in the scale of 5.00. On the other hand, the mean score of teachers and students of BAU are 3.53 and
3.88 respectively in the scale of 5.00. Laboratory facilities in both the universities are not enough, but laboratory
facility in JKKNIU is very poor which a big barrier to quality higher education. In this era of globalization, well
equipped modern laboratory is a must for quality higher education.
Table-7: Laboratory Facilities
Satisfaction
Levels
Teachers’ Opinion Students’ opinion
JKKNIU BAU JKKNIU BAU
Respondents
Percent
Score
Respondents
Percent
Score
Respondents
Percent
Score
Respondents
Percent
Score
Highly
Satisfactory
00 00 00 02 04 10 00 00 00 27 28 135
Satisfactory 01 03 04 26 58 104 05 14 20 42 43 168
Moderate 06 20 18 11 25 33 09 24 27 22 22 66
Dissatisfactory 19 63 38 06 13 12 14 38 28 04 04 08
Highly
Dissatisfactory
04 14 04 00 00 00 09 24 09 03 03 03
Total 30 100 64 45 100 159 37 100 84 98 100 380
Mean 2.13 3.53 2.27 3.88
Source: Data collected through face to face interview using semi-structured questionnaire/ interview schedule.
6.8. It is found in table-8 that the mean score of opinion of teachers and students about research facilities is too
low in JKKNIU than BAU. The score of students’ opinion is poorer than teachers’ opinion. The mean score of
opinion of teachers and students of JKKNIU are 2.30 and 1.98 respectively in the scale of 5.00. On the other
hand, the mean score of teachers and students of BAU are 3.44 and 3.51 respectively in the scale of 5.00.
Research facilities in both the universities are below the satisfactory level, but research facilities in JKKNIU are
too dissatisfactory, which is one of the main challenges for quality higher education. If the university authority
fails to ensure adequate research facilities within a very short time then the university will certainly fail to
achieve its goal of providing quality education to the students.
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Table-8: Research Facilities
Satisfaction
Levels
Teachers’ Opinion Students’ Opinion
JKKNIU BAU JKKNIU BAU
Respondents
Percent
Score
Respondents
Percent
Score
Respondents
Percent
Score
Respondents
Percent
Score
Highly
Satisfactory
00 00 00 03 07 15 00 00 00 12 12 60
Satisfactory 04 13 16 20 44 80 01 02 04 45 46 180
Moderate 05 17 15 16 36 48 09 21 27 25 26 75
Dissatisfactory 17 57 34 06 13 12 22 50 44 13 13 26
Highly
Dissatisfactory
04 13 04 00 00 00 12 27 12 03 03 03
Total 30 100 69 45 100 155 44 100 87 98 100 344
Mean 2.30 3.44 1.98 3.51
Source: Data collected through face to face interview using semi-structured questionnaire/ interview schedule.
6.9. It is evident from table-9 that the teachers and students of both the universities are not fully satisfied with the
existing subject matter/ course curricula. The mean score of both universities is around 4.00 in the scale of 5.00.
Course curriculum or subject matter is the guideline and standard of teaching-learning. So, it should be of high
standard and always comparable to the developed world.
Table-9: Subject matter/ Existing courses curricula
Satisfaction
Levels
Teachers’ Opinion Students’ Opinion
JKKNIU BAU JKKNIU BAU
Respondents
Percent
Score
Respondents
Percent
Score
Respondents
Percent
Score
Respondents
Percent
Score
Highly
Appropriate
05 17 25 08 18 40 16 28 80 30 31 150
Considerably
Appropriate
19 63 76 33 73 132 28 50 112 53 54 212
Moderate 05 17 15 03 07 09 10 18 30 08 08 24
Not so
Appropriate
01 03 02 00 00 00 02 04 04 06 06 12
Others 00 00 00 01 02 01 00 00 00 01 01 01
Total 30 100 118 45 100 182 56 100 226 98 100 399
Mean 3.93 4.04 4.04 4.07
Source: Data collected through face to face interview using semi-structured questionnaire/ interview schedule.
6.10. It is found in table-10 that the mean score of level of syllabus completed within time is between 4.73 and
4.07 in the scale of 5.00. The mean score of the opinion of the teachers and students of JKKNIU is less than the
mean score of the teachers and students opinion of BAU. The mean score of teachers and students of JKKNIU
are 4.60 and 4.07 respectively in the scale of 5.00. There is a significant difference between the score of
teachers’ and the score of students’ of JKKNIU. On the other hand, the mean score of the teachers and students
of BAU are 4.73 and 4.55 respectively in the scale of 5.00. The above situations testimony that overall score of
the percentage of syllabus completed within time is satisfactory in both the sample universities.
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Table-10: Syllabus completed within time
Range of
class
Teachers’ Opinion Students’ Opinion
JKKNIU BAU JKKNIU BAU
Respondents
Percent
Score
Respondents
Percent
Score
Respondents
Percent
Score
Respondents
Percent
Score
≥90% 19 63 95 38 85 190 22 39 110 61 62 305
80% to <90% 10 34 40 05 11 20 20 36 80 31 32 124
70% to< 80% 01 03 03 00 00 00 10 18 30 05 05 15
60% to <
70%
00 00 00 01 02 02 04 07 08 01 01 02
<60% 00 00 00 01 02 01 00 00 00 00 00 00
Total 30 100 138 45 100 213 56 100 228 98 100 446
Mean 4.60 4.73 4.07 4.55
Source: Data collected through face to face interview using semi-structured questionnaire/ interview schedule.
6.11. One comparatively big budgeted project has been taken by University Grant Commission of Bangladesh
(UGC) through World Bank loan is ‘HEQEP’. Objective of the project is to enhance the quality of higher
education in Bangladesh. The estimated cost of the project is Taka 6810.40 million (IDA Taka 5984.80 million
and GoB Taka 825.60 million) and duration for implementation of the project is 5 years from 2008-09 to 2013-
14 (UGC 2009). Opinion collected from the teachers of JKKNIU and BAU about how much they are hopeful
about the quality of higher education will be improved by the implementation of ‘HEQEP’. There are mixed
opinions of the respondents about the success of HEQEP. About 66 percent (10+23+33) teachers of JKKNIU
and 67 percent (16+33+18) teachers of BAU are hopeful that the project will enhance the quality of higher
education. But, 34 percent teachers of JKKNIU and 33 percent teachers of BAU are hopeless that the project will
enhance the quality of higher education.
Table-11: ‘HEQEP’ for quality enhancement of higher education in Bangladesh
Range of class Teachers’ Opinion
JKKNIU BAU
Respondents Percent Respondents Percent
≥90% 03 10 07 16
70% to <90% 07 23 15 33
50% to < 70% 10 33 08 18
30% to < 50% 05 17 10 22
Others 05 17 05 11
Total 30 100 45 100
Source: Data collected through face to face interview using semi-structured questionnaire/ interview schedule.
6.12. It is observed from table-12 that there is a lot of discrimination between the selected universities. Per
student yearly expense in JKKNIU is Tk. 24 thousand as against Tk. 1 lakh 96 thousand (8.16 times) in BAU.
The teacher-student ratio in JKKNIU is 1:41 as against 1:9 in BAU. The area of JKKNIU is only 34.50 acres as
against 1200 acres (34.8 times) in BAU. There are no research expenses in JKKNIU, but in BAU, the research
expenses are 1.41 percent of the total expenses in the fiscal year 2009-2010. The expenses for education
contingencies are more in JKKNIU than BAU. On the other hand, JKKNIU contributes a huge amount that is,
21.02 percent of the total expenses from its own income, but BAU contributes 4.14 percent only.
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Table-12: Comparative key information of JKKNIU and BAU
Heads JKKNIU BAU
Financial Information Taka in Million Taka in Million
Total Revised Budget Tk.46.50 Tk.961.90
Total Expenses Tk.46.30 99.57% of R.B. Tk.956.70 99.46% of R.B.
Own income Tk.9.73 21.02% of T.E. Tk.39.586 4.14% of T.E.
Education Contingencies Tk.5.354 11.56% of T.E. Tk.52.058 5.44% of T.E.
Research Expenditure Nil Tk.13.443 1.41% of T.E.
Expenses per Student Tk.0.024 Tk.0.196
Non-financial Information
Teacher-Student Ratio 1:41 1:9
Year of Establishment 2006 1961
Nature of University General Agricultural
Area of University 34.5o Acores 1200 Acores
Stock of Books in Library 26949 195500
Acquisition of Books in 2010 1306 1691
Running Research Project No information 108
Source: Annual Report 2010 of the University Grants Commission of Bangladesh, page 18-19, 93, & 115 and
official sources.
Note: Financial information concerned with the fiscal year 2009-10.
R.B.= Revised Budget, T.E.= Total Expenses
7. Finding and Recommendation
From the above discussion it is clear that limited resources and insufficient facilities are the major challenges for
quality higher education in Bangladesh. There are some key elements which have been influencing the quality of
higher education in Bangladesh. Those elements are modern teaching aids, library facilities, availability of books
and journals in the library, laboratory facilities, research facilities, quality of course curricula, etc. The
satisfaction level of the respondents about those key elements is not up to the mark in both the sample
universities. More revealing is that the level of satisfaction is lower in JKKNIU than BAU. BAU, the oldest
agricultural university in Bangladesh, has more facilities than JKKNIU, a newly established general university.
There is a wide discrimination in budgetary allocation for these two universities. Per student expenses of BAU is
8.17 times more than JKKNIU in the fiscal year 2009-2010. In order to increase the facilities of the above
mentioned key elements, the government should make necessary budgetary provision in those heads and the
respective university authority should ensure proper utilization of the same.
8. Conclusion
Quality higher education is a much debated issue in Bangladesh nowadays. The study has successfully identified
the main challenges and key elements of quality higher education in Bangladesh. It is observed that insufficient
budgetary provision for the key elements has been affecting the quality of higher education in Bangladesh.
Comparatively, newly established general universities are suffering more due to low budgetary support than the
older technical universities. Bangladesh as a developing country needs to develop and ensure minimum facilities
for quality higher education in all the public universities without discrimination. Quality higher education should
not be a slogan only. It should be the commitment and willingness of the government and all concerned. If
Bangladesh could successfully address the existing challenges of quality higher education and ensure essential
facilities for the same through budgetary provision, it could provide world class higher education at moderate
cost and it could be an example to the whole world.
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