ROLE OF PRIVATE UNIVERSITIES IN HUMAN RESOURCE DEVELOPMENT IN BANGLADESH Brig Gen A N M Shawkat Jamal, ndc, psc BACKGROUND Human resources in Bangladesh continue to languish due to absence of longterm policy directives, inadequate funding and a general lack of vision at the national level. Almost half the nation is illiterate and the quality of education at all levels continues to remain poor. A vast segment of the society lacks technical skill. The government finds it very difficult to allocate adequate resources needed to meet the growing demands for quality education. Opportunities for good education are extremely limited in the country; the situation is particularly critical in the university level. A large number of prospective students cannot get admission due to limited seats available in small numbers of public universities. In 1992, the government, by an act of Parliament, allowed establishment of private universities in Bangladesh. Since then, a large number of private universities have been opened in the country -mostly located in Dhaka and Chittagong. These universities universities are, no doubt, d oubt, meeting the unfulfilled demand of higher education. However, there are serious doubts about the quality of education in some of the private universities.While some have already established reputation of academic excellence, there are considerable doubts about the others. The writer carried out an in-depth study to find out the strengths and weaknesses of these universities and came out with a number of useful suggestions that, if implemented, can further enhance their contributions to human resource development in Bangladesh.
The overall development of a society is largely determined by the quality of its education, especially higher education. A well-educated, well-trained population could propel a nation towards rapid economic growth. Despite lack of natural resources, countries such as Japan, Korea, and Singapore have made rapid economic progress. This was because they invested heavily in education and training. On the other hand, countries such as Nigeria or Congo, despite Enormous natural resources are poor and backward because of large-scale illiteracy and lack of a skilled work force. In Bangladesh, education, especially the higher education system, has failed to meet the demands of time. While job opportunities are limited in Bangladesh, there is a serious shortage of suitably qualified candidates for employment. There has been no comprehensive and long-range study to assess the kind of human resource the nation needs, and neither has there been a computation of the number of trained personnel in each category. It is only the World Bank that has carried out a short assessment on the issue. That study reveals the difference between the actual requirement of the country and availability of people train ed and educated in different disciplines. disciplines.
Universities, both public and private, play a vital role in creating a pool of highly educated and trained specialists. In Bangladesh, thousands of students who pass the higher secondary examination cannot get admission to the few public universities due to limited seats. The lucky ones who do get admission become hostage to endemic campus violence, session jams and poor academic
atmosphere. In order to alleviate the situation, the Government of Bangladesh (GOB) in 1992 promulgated an ordinance permitting the establishment of private universities. Some welcomed this development with a sigh of relief, while others viewed it with reservation. They argued that private universities in Bangladesh were destined to fail because those would not deliver enough benefits to the society. Some private universities, even while charging high tuition fees, do not maintain expected academic standards. Consequently, there is serious doubt about the efficacy of private universities in delivering quality higher education. The mushrooming of private universities and the manner of their operation raises questions and concerns. There is no published study report on the private universities' operating systems, financial management, education curriculum and other pertinent issues. On this backdrop, this paper attempts to examine the efficacy of private universities in meeting the need of the society and their contribution in development of human resources in the country. Aim
The aim of this paper is to analyse the effectiveness of private universities in promoting quality higher education in Bangladesh and their contribution to human resource development (HRD) in the country. State of Human Resource Development in Bangladesh
In erstwhile East Pakistan, most people who held management, technical and policy-making positions did not come from this part of the country. When Bangladesh came into being in 1971, there was an acute shortage of bureaucrats, skilled and experienced managers and technicians. Although the situation has improved, self-sufficiency in terms of skill and expertise development has still to be attained. Shortage of local expertise forces us to hire foreign experts and technicians. While this provides temporary relief, for sustained development, knowledge, skills and entrepreneurship capacity of our citizens need to be improved. Education and training are absolutely necessary for human resource development. All overnments, since independence, have recognized education as a priority sector. However, there were huge gaps between what governments aimed for and their achievements. The Independent University of Bangladesh
38 Role of Private Universities in Human Resource Development in Bangladesh
(IUB), in collaboration with Bangladesh Unnayan Parishad, an NGO, conducted a market survey in 1992 to assess the need for skilled professional work force in the country and to determine priorities for formulating course curricula. The survey covered 265 enterprises in Dhaka city, representing 20 categories of organizations in the public and private sectors. It revealed that the demand for general management personnel in various enterprises would be the highest during the next 10 years, followed by the demand for technical personnel. Table-1 below shows the findings. The above survey clearly shows the critical shortage of personnel in special skills or expertise. Though the survey was carried out a decade ago, the situation is unaltered. This was not, however, a comprehensive study and there were many other fields of expertise, including a few technical ones, where the shortage may be more acute than is reflected here. Bangladesh has to prioritise the higher education, specialized technical education and scientific research, if it is to keep up with the rest of the world. The public sector alone cannot meet the burgeoning national demands. Private investment in education, especially in higher and specialized technical education could supplement the efforts of the public sector. Quality of Higher Education In Bangladesh
The aim of higher education is to create well-trained, competent and progressive individuals who can perform all kinds of tasks and take on a lot of
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responsibilities. Higher education is the stage of ed ucation that takes place at the post-secondary level, and is provided mostly and most meaningfully by universities. A university introduces its students to discussions and debates that prevail in various disciplines and fields of knowledge. The objective of a university is not only to create and disseminate knowledge, but also to develop human resources that will accelerate the socio-economic development of the nation. 1 Judging the quality of education of a university is a complex process, as it involves national, regional and global considerations. However, a good quality university should meet the following conditions: a. The people, the government and academicians at home and abroad believe that its degrees carry high academic value. b. Other well-known universities accept the graduates for higher studies or employ them as teachers. c. Credits/time completed at that university can be transferred to other good universities. d. International scholars recognise and cite its research publications. e. Graduates are in demand in the national and international job market. 2 Other criteria, such as the following, may also be employed in judging the standards of a university: admission policies, curriculum and programme design, physical infrastructure including library, laboratories and internet facilities, faculty appointment procedure and standards, teaching and learning innovations, interaction with accrediting bodies and professional organisations, securing students' view on academic matters, organisation and management, student support programme, overall environment and so on. Today's education system needs to be global. 'World Class Education' involves a globally accepted high standard of education. Bangladesh needs an increasing number of highly educated people and skilled professionals in order to integrate into the globalisation process. The country also needs scholars, philosophers and leaders with vision. Leaders are our human capital. The state must provide opportunities for higher education to create human capital that meets global standards. With the development of social consciousness and with welfare responsibilities transferred to the state, higher education too has become a state
1. Professor Hafiz G.A. Siddiqi, Quality Assurance in Conventional Private Universities of Ba ngladesh: Its Status, Problems and Strategic Plans, paper presented at an international seminar organized by UGC at IDB Bhaban, Dhaka, from 4-6 March 2002, p. 2 2. ibid, p. 5
40 Role of Private Universities in Human Resource Development in Bangladesh
responsibility. In Europe and in most of the developing world, universities are state-owned, although there are also private initiatives to establish universities. In the United States, there are state universities alongside some of the best-known universities like Harvard, which are private. There are many private universities in Japan, Thailand and the Philippines. Since the 50s, the distinction between public and private universities has gradually diminished in the developed world, as state universities receive private endowments and research grants and private universities also use state funds. In Japan, for example, private initiatives rather than state grants have played a major role in the development of higher education. 3 In 1971, there were 43,672 educational institutions of all categories in Bangladesh with an enrolment of 7.5 million. Today the number of institutions has risen to nearly 94,000 with an enrolment of over 25 million. There were only six universities in 1971, all in the government sector with an enrolment of about 13,000, while by 1997, there were 29 universities, including 16 in the private sector, with an enrolment of over 62,000. 'Annex A' gives a breakdown of the number of faculties, departments, institutes and students in the Public Universities in 1999. The government's revenue expenditures on university education for 1996- 97 was Tk. 1,757 million, which accounted for 7 .87 percent of the total budget allocation of nearly Tk. 22,333 million for the sector. 4 Despite a substantial increase of the budgetary allocation to education over the last three decades and the rise in the number of educational institutions, the quality of education at different levels leaves much to be desired. Accessibility to higher education is a contentious issue. In developed countries, entry into niversities is very selective and done through a stringent process. For instance, in Japan, only 8 percent of eligible candidates get an entry into higher education. In Bangladesh, there are 13 public universities (excluding the 6 technical universities being set up in six divisions), 30 private universities, and 2,339 colleges under the National University. In addition, the Open University provides distance education. Most students, after the Higher Secondary Certificate (HSC) examination, try to get admitted into a university. This is a great strain on the system, both during the admission process, as well as later in classrooms with space problems and poor studentteacher ratios. Moreover, there are many loopholes in the selection procedure and in the unscientific quota system. Degrees offered by public universities have fallen below global standards.This situation compels many students to go abroad for higher studies. Accurate figures are not available for the number of students going abroad for studies each
3. Independent University of Bangladesh, Shaping The Future, Dhaka, 1997, p. 30 4. Shaping The Future, op. cit, p. 37
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year or of the total number of Bangladeshi students studying abroad. The estimated total varies from 80,000 to 200,000, the highest going to India followed by the US. This exodus is a drain on the foreign currency reserve; a large part of this money may be wasted, as many of these young people do not return to the country. For those studying in developed countries, the rate of return is low because of the great disparity between their expertise and job opportunities in Bangladesh. Conversely, in Bangladesh today, institutes of higher education are unable to prepare graduates to be self-employed, entrepreneurial or innovative. It is with these considerations in mind that the Education Policy-2000 emphasizes the necessity for restructuring the overall higher education system and outlines a number of policy objectives and strategies to arrest the present receding trend and to develop the overall higher education system in Bangladesh. 5 Liberal education needs to incorporate more career-based curricula. In Bangladesh, while there is an acute shortage of mathematics, science and English teachers, there is a huge surplus of arts and social science graduates. University degrees are losing relevance and offer poor opportunities for employment. In Bangladesh, 80 percent of university graduates take more than two years to secure their first job, most of which are unrelated to their fields of academic specialization. 6 Doctors, engineers, and pharmacists often become police officers, custom collectors and diplomats. Employers complain that they have to spend valuable time and resources in arranging extensive re-training for newly appointed graduates. The higher education system needs to be more employment oriented. There is also a need for close co-operation between the public and private sector.Private sector involvement will assist in making higher education vibrant, dynamic and progressive. Close community interaction with universities can help to achieve this goal. Problems Faced by Public Universities
Public universities enjoy enormous autonomy in Bangladesh, although they are almost totally state-funded. The Dhaka University Order 1973 gives autonomy and many powers to the Vice Chancellor (VC) and university syndicate. Rather than professional competence and academic performance, popularity and right contacts have become the prime criteria for career advancement. All other general universities have replicated the DU Order 1973 and suffered similar setbacks. A monitoring organisation, University Grants Commission (UGC), was set up in 1973 to supervise and monitor the six public universities then existing. With its present work force of 127 in all ranks and positions, coupled with poor documentation and other limitations, UGC is not capable of monitoring 50 universities in the public and private sectors. 7
5. GOB, Education Policy 2000, Dhaka, p. 23 6. Shaping the Future, op. cit, p. 19 7. Interview with Professor Dr. ATM Zahurul Huq, Chairman, UGC, on 8 August 2002.
42 Role of Private Universities in Human Resource Development in Bangladesh
The involvement of a section of teachers in extra-academic activities vitiate the academic atmosphere of the universities. Rank inflation among faculty members and grade inflation of graduates are common in all public universities. The proportion of professors to associate professors and lecturers has been rising since the early 80's and is one of the highest in the world. Public university teachers' quality, commitment and professional ethics have also come under criticism. University syndicates have modified the set rules of recruitment guidelines of the UGC. "The increased politicisation of university administration has adverse and lasting impact on teachers' selection and promotion." 8 Moreover, "the best talents are no longer coming to the education sector due to poor pay and facilities compared to civil services and private opportunities."9 Session jams are an endemic problem in most public universities in Bangladesh. There is a perennial backlog of 2 to 4 years in the academic calendar. The Dhaka University is three years behind in its academic programme. Frequent closure of universities due to strikes, violent clashes, withholding of scheduled examinations and the long d elay in publishing results: all these factors contribute to this chronic session jam. General students lose the most productive years of their life, and their guardians, who need to finance them through this extended period, suffer an additional financial burden. Student politics in its present form is a liability not only for universities, but also for the nation as a whole. Politically engineered acts of violence often turn campuses into battlefields with open display of modern firearms. Absence of discipline and involvement in all sorts of anti-social activities by a section of students is a common problem. Campus politics results in factionalism, intra and inter group conflicts and breakdown of academic discipline. Student politics is so profitable that some so-called student leaders continue to hold their appointments, long after they finish their studentship. The medium of instruction of public universities is primarily Bengali; English is sparingly used. In the absence of a knowledge of English, the average student has difficulty in using English textbooks, reference materials and computers. The neglect of English since independence has caused a lot of harm, so that the Government is now contemplating bringing English teachers from abroad.
8. Alam, M Shamsul Haque of HRD Division of BIDS, Private Higher Education in Bangladesh, a Paper presented at the Private Education Policy Forum at Tiblisi, Georgia, April 25-26, 2002, p. 4 9. Monjur Morshed Mahmud, Quality Assurance in Public Universities of Bangladesh: Status, Problems and Prospects, Paper presented at the international seminar on "Quality Assurance in Higher Education", held at IDB Bhaban on 4 -6 March 2002, p. 5
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University education in Bangladesh is highly subsidized. The public cost of each Dhaka University student is more than thirty four thousand Taka per year, 10 whereas, that of a primary school student is less than Tk 300. The tuition fee has remained unchanged at Tk 15 to 25 per month per student at Dhaka University. The tuition fee used to cover 39% of running expenditure in 1960-61, 27% in 1965-66, 21% in 1972-73, 8.4% in 1979-80 and 5% in 1989-90. A recent World Bank document reported that user-fees cover only 1% of unit cost at the university level in Bangladesh as compared to 29% in India. 11 Presently, the Government provides about 90% of the revenue expenditure and 100% of the development expenditure required by the universities. In public universities, the teacher-students ratio is 1: 20 on the average, 12 which is quite high in global standards. Even this ratio is misleading, as many teachers do not take their classes regularly. A large number of teaching, monitoring, and evaluation of students suffer as a consequence. Many of these absentee teachers are engaged in part-time teaching in private universities, doing consultancies, working for NGOs and other business activities. A very high percentage of teachers do not return to the country after completion of their assignments abroad or expiry of their study leave. According to figures available for July 2002, out of 1400 teachers of Dhaka University, 200 teachers were on study leave; most of who are unlikely to return to the university. 13 Teaching methods determine the quality of education. In developed countries, the methods used are a combination of lectures, demonstrations, tutorials, group discussions, projects, case studies, role-plays, seminar, debates and so on. In Bangladesh, formal lectures are the most common methods used by teachers. With a little effort, lectures can be made more substantial, innovative and interesting. Prevalent teaching methodologies are more 'teaching' than 'learning' oriented.14 Students 'uncritically' accept the knowledge 'delivered' by the teacher; this approach is not conducive to higher learning. Establishment of Private Universities
Of the more than 200,000 students who passed HSC and its Madrassa equivalent examination in 2000, only 17,000 i.e. about 8% could get admission in public universities. Thus, a large number of deserving aspirants do not get admitted into the public university system. The educational needs of these residual candidates have to be provided for. Many of these students, especially those from
10. BANBEIS, National Education Survey (Post- Primary)-1999 Final Report, p. 139 11. Shaping the future, op. cit, p. 38 12. Monjur Morshed, op. cit, p. 4 13. An investigative press report titled as, 80 percent of the DU teachers do not take classes regularly, published in the Daily Janakantha, 11 July 2002, p. 3 14. Monjur Morshed, op. cit, p. 6
44 Role of Private Universities in Human Resource Development in Bangladesh
well-to-do families, go abroad for higher studies. If there were alternative opportunities, many of these students would have stayed back and studied in the country. A cross section of eminent citizens i.e. academicians, industrialists, retired bureaucrats, diplomats and philanthropists, took the initiative to establish universities under private management and ownership, similar to private universities and colleges in the developed world, since the late 80's in Bangladesh. The Government assented to this proposal as part of its policy of encouraging the private sector. In 1992, the Government passed the Private University Act (PUA). Annex B gives the breakdown of faculties, departments, institutes and students in Private Universities in 1999. The intake capacity of private universities is on the rise. According to a recent survey, in 2002, nearly 20,000 students study in private universities in Bangladesh. 15 The Private University Act (PUA)
The Private University Act - 1992 came into effect on 9th August 1992. It spells out the rules for establishing a private university in Bangladesh. The Act was amended in 1998 to incorporate new rules. Some of the salient features of the PUA are: a. A university can be established only with the approval of the GOB. The university may be temporarily located in a rented building, but has to shift within five years to its own campus. b. A prior approval for the opening of a faculty or department, academic curriculum, syllabus, quality of education has to be obtained from the UGC. c. There has to be at least two faculties with the required number of specifically qualified teachers as specified and approved by the UGC. d. The university authority needs to maintain a reserve fund of at least five crore takas in a scheduled bank in Bangladesh. e. The University must have a UGC approved comprehensive, balanced academic and teaching curriculum. f. 5% of the total seats for admission have to be kept reserved for meritorious but poor students and these students must be allowed to study free of cost.
15. Prof. M A Hamid, Bishyabiddalay Campus, June 2002 Issue, Dhaka, p. 32
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g. The scale of teachers' remuneration and tuition fees of students has to be clearly mentioned. h. The GOB or the UGC has the right to inspect any university periodically. Every university will have to submit reports, statements or information when asked for by the GOB or the UGC. Shortcomings of the PUA
The PUA does not address the following important issues: a. The Act does not specify the division of responsibility of the founders and the management of the private universities. This has created administrative problems in a number of universities. b. The UGC scrutinises the academic curriculum only at the time of approval.Thereafter, there is no periodic verification of the curriculum, and hence no monitoring takes place. c. The Act does not specify in qualitative and quantitative terms the facilities that private universities have to provide for students. In the lack of such specifications, some private universities do not have adequate facilities, both in quality and quantity. These include categories, such as the number of qualified teachers, library, textbooks and reading materials computers and internet facilities, classroom space, training aids, common rooms and other physical facilities. d. The Act does not provide for 'Teachers' Development Programme' for private university teachers such as scholarships and financial assistance for higher studies. e. While the UGC is responsible for regulating, monitoring and facilitating functions all private universities, its capacity has not been increased. f. There is no institutional arrangement or guideline for regular collaboration between public and private universities. g. The Act does not incorporate measures ensuring accountability and transparency of private universities. h. The Act does not empower the UGC to carry out financial audits of the University accounts by a professional audit firm.
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Problems Facing Private Universities
Many educationists have expressed their doubts about the ability of the private sector to run degree-awarding universities. Many feel that the government should retain the monopoly on higher education, this being a public service that is best rendered by the government. Also, these educational entrepreneurs were seen as being inexperienced in running a university and that the venture would be too risky for the society and the nation as a whole. Some even equated private universities with 'glorified coaching centres.' The proponents of private universities for their part contended that, if an enabling environment could be provided, the private sector could not only run businesses, industries, schools, colleges, hospitals or NGOs, but also universities. The most common allegation that is raised against founders of private universities is that they are driven by a profit motive. Private investments of millions of takas have to take this factor into consideration. However, founder directors/members deny that their universities are run for profit; they point out that the extra or surplus money generated from tuition fees are re-invested in university development. In the beginning, well-known educationists and philanthropists established private universities; now rich professionals, businesspersons and large NGOs are also establishing private universities. The five crore taka deposit that is a necessary requisite for approval results in the involvement of rich individual in the establishment of private universities. Moreover, for the first few years, most private universities have to depend largely on contributions for survival and growth. The public views with suspicion the very high salaries of the VCs/Pro VCs and a few top officials, as well as the lavish dinners and cultural functions that are held in luxurious hotels. However, private universities' high profitability in operations is an established fact. For instance, in the year 2001, out of total assets of Tk 292.5 million, the University of Science and Technology (USTC)'s accumulated surplus accounted for Tk 51.2 million, and North South University's (NSU) accumulated surplus accounted for Tk 189.40 million out of total assets of Tk 200.70 million.16 The quality of education and related facilities are the next point of controversy. Quality varies significantly between private universities; there are differences of quality even amongst departments of the same university. Course contents vary widely among private universities. Substandard intakes, inferior faculty standard and poor classroom environment are some of the usual complaints. These universities use attractive names; circulate colourful and glossy brochures and make unrealistic promises in order to attract admission seekers. Thus, many who should not have pursued higher education get admission into these institutions.
16. Mahmud Alam, M. Shamsul Haque, op cit, p. 15
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The very high tuition fee of private universities is a common point of criticism. Non-profit operation and an affordable education for common people are not the principles on which private universities operate. In the NSU, a student has to pay Tk 3,12,000.00 (US $5,474.00) for an MBA degree and Tk 4, 94,625.00 (US $8,678.00) for a degree in B.Sc in Computer Science. In USTC, an MBBS student has to pay Tk 6,50,000.00 (US $11,403.00) to obtain a degree. 17 Private universities justify their high fees on the grounds that they run without any government subsidy. However, private Universities in general do not clearly mention the tuition fees or teachers salary, which is required of them under the PUA. With only seven persons in the audit staff, the UGC is not able to detect financial cover-ups. 18 The result of a survey of 64 students of 6 private universities showed that 55% were dissatisfied at the facilities the university provided them, in the light of the high tuition fees that they were paying. Almost all private universities are situated in rented buildings. These buildings are not designed for academic pursuits and are not suitable for university activities. The PUA requires concerned private universities to shift to their own campus within five years of establishment, but only a few universities have met this requirement. Non-availability of suitable land in and around Dhaka and the exorbitant cost of land are used as excuses by these institutions. However, a number of leading private universities have bought land in and around Dhaka and are in the process of constructing their new campus. Academic programmes offered by private universities are limited and market-driven and do not cater to social needs of the country. Most private universities concentrate on Business Administration and Computer Science. Many people therefore question the validity of calling an institution a university that offers only four or five subjects. Private universities, on the other hand, cannot afford to open programmes that do not attract a substantial number of students. Private universities run a programme-based education system, comprising semesters, courses and credits. In a good private university, each credit involves 15 to 16 contact or class hours. However, some private universities have reduced each credit to 11 or 12 contact hours, thus undermining the course content and programme. Courses offered by these universities are sometimes rushed through and not adequately taught. Employers often complain that graduates of private universities often lack in-depth knowledge. 19 One of the reasons for this is that private universities try to accommodate many courses and semesters in a year to maximize earnings. Moreover, part-time teachers often take successive classes in
17. Mahmud Alam, M. Shamsul Haque op cit, p. 19 18. Interview with one of the official of UGC on 08 August 2002 19. Interview with Mr. S.E.A. Shibley, General Manager Human Resource Dept. of Bangladesh Oxygen Limited at Mohakali, on 20 June 2002.
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different universities in a single day to maximize their income. In the process, the individual teacher may be benefited, but the students suffer from poor teaching and teacher's lack of commitment. Faculty strength is weak in most private universities and other than 'On the Job Training'; there is no faculty development scheme. Dearth of qualified full-time core teachers adversely effects the teaching quality of many private universities. "At least 60-70% of teachers should be full time to ensure quality teaching." 20 Private universities, established in rented premises, suffer from acute space shortage, especially as regards in library, laboratory and classroom facilities. There is no space/room for group discussions or seminars as there are no large hall rooms. Students are forced to loiter on pavements or streets. Private universities are located near busy roads where traffic noise and other distractions hamper classroom learning. Advantages of Private Universities
The growth of private universities in Bangladesh is phenomenal. These universities offer degrees in subjects like computer engineering, management information system (MIS), civil engineering, electrical engineering, architecture, environment, development studies, English language, physics, electronics, physical & community medicines and so on. Besides, many private universities have expanded their programmes from the undergraduate to the graduate level, by offering MBAs, Master in Economics, Master in Development Studies, Master in Computer Science, etc. Many private universities have introduced evening MBA Programmes for professionals. Significant advantages that accrue to private universities are: a. Flexibility. Private Universities are flexible and relatively free to introduce new subjects or discard non-demanding subjects based on market demand. Unlike public universities, these can readily modify their curriculum to suit changing requirements. b. Adherence to Schedules. There is no session jam, student unrest or violence in private universities. During the days of political violence in 1994-96, private universities arranged regular make-up classes on holidays and in the evenings and could successfully graduate their students on time. c. Credit Transfer to and Collaboration with Foreign Universities. Credit transfer to foreign universities and institutions are available in most private universities. Moreover, some of the better run private universities have developed academic linkages with a number of foreign universities through
20. Prof Hafiz G. A. Siddiqui, op. cit, p. 7 21. Deptt. of Career Services, Graduate Survey 2000, NSU, p. 9
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faculty and curriculum exchange, exchange of course materials, post graduate research collaboration, etc. Thus, students studying in private universities are getting a taste of the global learning environment. Among the 100 NSU graduates in 1999, 19 were pursuing higher studies abroad (12 were in universities in the USA, three were studying in universities in the U.K., two each in Canada and Australia) in MBA/MS programme. 21 Teachers from foreign universities had also taught in these universities for one or more semesters. This enabled the university to update the curriculum, course content and teaching methods. One of the private universities has even appointed an academician from the Philippines as the Vice Chancellor. 22 d. Evaluation of Teachers. Teachers' qualifications in some of the better run private universities are higher than the public universities and UGC's guidelines. Masters or PhD degrees from North American Universities are preferred. The teaching ability of teachers is tested through demonstrative lectures. Moreover, students and senior teachers regularly assess teachers. e. Career Services Department. Well-run private universities have a 'Career Services Department' through which final semester students are advised about their choice of profession and job prospects. Graduated students enlist their names and wait for a response. Teacher and staff responsible for this section maintain regular contact with prospective employers. The university staff assists graduates to secure suitable jobs. Frequent job fairs are arranged through the career assistance programme. f. Graduates Employment Prospect. Graduates of better and well reputed private universities like the NSU, IUB, AIUB, and USTC get suitable jobs. For example, in 1999, out of 100 students who had graduated from NSU, 50 were employed, 33 were pursuing higher studies (MBA/MS/PhD) at home or abroad and only 4 were unemployed till 2000. Information on the whereabouts of 13 graduates could not be collected. 23 One of the private universities, USTC, which teaches medical science, has students from regional and developing countries such as Nepal, Sri Lanka, Palestine and Saudi Arabia. 24 Many private university graduates seek employment abroad. However, not all private universities enjoy the same reputation. The results of a survey conducted on 115 students and teachers of different categories of private universities, regarding their employment prospects shows that half of the students and their teachers were optimistic about suitable employment on graduation, the rest were unsure.
22. AIUB has appointed Ms. Carmen Z. Lamagna of the Philippines as VC. 23. NSU Graduate Survey 2000, op cit, p. 7 24. Mahmud Alam, M. Shamsul Haque, op cit, p. 28
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g. Emphasis on English Language and Computer Literacy. The medium of instruction in private universities is English and libraries have recent texts and other reference books. Many Bengali medium students attain proficiency in oral and written English in these universities. Students also attain computer literacy. These proficiencies give them an advantage in the job market. h. Collaboration with Industries and Companies. Private universities maintain a collaborative relationship with reputed industries, multi-national companies and corporate business houses, primarily to run students' internship programme. This arrangement immensely benefits the students, as they can relate their theoretical knowledge to the practical field and can undertake field research. Moreover, practical knowledge acquired through internship gives an edge to private university graduates in the job market. j. Financial Assistance Programme. All the private universities have financial support policies for the students. Full scholarships are given to the first few, who were at the top of the merit list (varies from university to university) of SSC and HSC examinations or have all 'A's in the O and Alevel examinations. Tuition waivers are also given at different rates based on individual need and academic performance. A few private universities arrange part-time employment for needy students. However, private universities in general do not cater to students from a lower income group, unless they can qualify for a full tuition waiver. In 2001, nearly Tk 1.8 crores were distributed by NSU, as a full or partial financial assistance/tuition waiver. 25 RECOMMENDATIONS
In the light of the discussion so far, the following recommendations are made for the improvement of the quality of education in private universities: a. Separate Commission. There should be a separate commission for private universities. Other than scrutinizing and recommending setting up new private universities, the primary role of this proposed commission will be to monitor the academic curriculum of all private universities through an Accreditation Body. The proposed Commission's role should be a combination of regulator and facilitator functions. Alternatively, the UGC should increase the monitoring of private universities, primarily for the newer ones and those not doing well to enable them to improve.
25. NSU at a Glance , North South University,Dhaka, February 2002, p. 11
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b. Rating System. There should be a comprehensive and credible Rating system for all private universities. There is a considerable difference in their curriculum, student and faculty standard and the quality and quantity of facilities. There should be a national standard rating system. c. Collaboration between Public and Private Universities. Collaboration between public and private universities of Bangladesh in the field of academic curriculum, research, IT, internship and exchange of teachers and students can be useful. The years of experience and vast resources of public universities are invaluable and could enrich private universities. Similarly, the American system of education including assessment, teachers' evaluation, ideas and expertise of visiting professors can be useful for public universities. d. Restricted Approval of Private University. The GOB should be more selective while giving approval to new private universities. They should not allow any more private universities in the Dhaka metropolitan area, and should encourage establishment of private universities in Divisional and District towns. The Government should scrutinize the Founders' social credibility, academic background and underlying motives. e. Collaboration between Private Universities and Industries, Trade and Business Entities. There should be a meaningful collaboration between private universities and industries, trade bodies and all other trade and commerce related entities. This system can play a pivotal role in formulating a need-based higher education system. f. Access to University Education. Admission criteria for universities should be geared both towards maintaining academic standards and meeting the increasing demand for higher education. g. Research Activities. The universities should conduct Postgraduate research on a regular basis, as good quality research helps a university achieve credibility at home and abroad. h. Relocating to Own Campus. Private universities established on rented buildings should move to their own purpose-built campus as soon as possible. Various facilities extended to the students, particularly library, computer, Internet and laboratory space and equipments, should be upgraded.
52 Role of Private Universities in Human Resource Development in Bangladesh
CONCLUSION
Knowledge, skill and aptitude are key factors in the quest for sustainable human development. Bangladesh has to be a part of this quest. Universities are a mirror of a nation and the tool to measure the depth and quality of knowledge. Unfortunately, public universities in Bangladesh have fallen below regional and international standards. These institutions are faced with multifarious problems. Indiscipline, absence from classrooms and partisan activities of teachers, criminalization of student politics, mismanagement and poor accountability has made public universities virtually non-functional. There has been no national assessment on the minimum academic performance required for admission into universities, nor the total numbers of students that should be admitted. Tuition fee of public universities is lower than kindergarten schools. Financial constraint is strangulating the public universities. Higher education in Bangladesh is, therefore, in a doldrum. Since 1992, private universities have come into the scene in Bangladesh. Thousands of otherwise bright students, who failed to get a berth in public universities, have now an option of entering private universities. These universities have attracted a pool of highly qualified teachers by introducing the American system of education, and offering lucrative salary package.Despite many shortcomings, private universities do provide a global flavour to their students. Some of their facilities are of a very high standard. Their graduates finish their courses in time and according to their preference. However, taking advantage of the shortcomings of the Private Universities Act, many universities have been established that lack essential academic infrastructures. These universities are likely to bring bad name to others who are providing high quality education in the country. It is no longer a debate whether private universities should continue to assist. The debate should go about how to make these institutions more transparent and effective in meeting the social demand. Private universities internship programmes, modern systems and their graduates' better employment potentials add to their credit emphasis should be more on ensuring regular monitoring, transparency and accountability so that private universities fulfil declared aim and objectives. Finally, private universities in Bangladesh definitely have contributions in human resource development, though at a high cost.
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54 Role of Private Universities in Human Resource Development in Bangladesh
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Author : Brigadier General Shawkat Jamal was commissioned in the East Bengal Regiment in 1977. He attended number of courses at home and in China and India. He is a graduate of the Defence Services Command and Staff College, Mirpur, Dhaka. He held a variety of command, staff and instructional appointments; notably command of two infantry regiments and later an infantry brigade. He held staff and instructional appointments in different headquarters and institutions respectively. He served as an Observer in United Nations Iraq Kuwait Observer Mission and also participated in a combined exercise with the Kuwaiti Army. He is a graduate of National Defence Course 2002.