Higher Education Reform in Bangladesh: An Analysis

Abstract

This article focuses on the gradual development and reform of Higher Education (HE) system throughout the last 40 years or so in Bangladesh. To properly show the scenario of the educational development a discussion on various education commissions is done and some recommendations are given to conclude. The Qudrat-E-Khoda Commission (1974) basically highlights the colonial deprivation of two hundred years and some other problems in the HE system like traditional memorizing system and lack of research and empirical studies. Secondly, Jatiya Shikhah Upadeshta Parishad (1979) finds out some problems like HE having no relation with the country and the state and lack of sufficient facilities in the newly established colleges. The other commissions focus on quota problem, the teachers’ fascination to private coaching, lack of professional knowledge of teachers etc. Besides, the recommendations of these commissions are: HE should be related to the demand of the nation, expansion of practical education, introduction of new academic disciplines, introduction of four years’ Bachelor of Honours and one year Masters, involvement of private sector in HE, more funds and facilities for research, the syllabus and curriculums to be modern and international standard etc. Our HE system actually came from the British and from time to time it is used politically. Not only in the colonial days but also after independence HE system was influenced by the ruling party. Finally, HE should function properly for sustainable development in the country and so reform is inevitable.

DOI: 10.5901/mjss.2014.v5n9p423