Crisis and Possibilities in Bangladesh’s Higher Education System

Education is one of the most important aspects of human life. It is not just a means of acquiring knowledge but also the foundation of building one’s character. Across the world, numerous educational institutions have been established for the development and spread of education—and Bangladesh is no exception. The education system in Bangladesh is broadly divided into four levels: primary, secondary, higher secondary, and tertiary (higher) education. After passing through these levels, a student enters the university to gain advanced knowledge. A university is not merely a place for classroom learning; it is a hub for research, innovation, and national development. A strong university system has the power to transform a nation. Unfortunately, this invaluable sector in our country is increasingly being neglected.

According to the University Grants Commission (UGC) of Bangladesh, there are currently 175 universities, including 57 public, 115 private, and 3 international ones. While the increasing number may seem encouraging, there is great disappointment regarding the quality. Various research reports on education highlight several issues: a shortage of qualified teachers, a lack of transparency in recruitment, a disconnect between education and employment, a flawed evaluation system, inadequate education budget, the spread of political interference on campuses, insufficient infrastructure, and more. According to a UNESCO report, a country should allocate 20% of its national budget or 6% of its GDP to the education sector. Though the national education policy of Bangladesh suggests allocating 4% of GDP, last year only 1.69% of GDP was allocated to education.

International standards suggest that the student-teacher ratio should ideally be 1:20. According to the 2021 education statistics, there were 160 universities in Bangladesh (50 public, 108 private, and 2 international), with a total of 1,233,529 students and 30,976 teachers—making the average student-teacher ratio 1:40. In public universities alone, the ratio is around 1:58. According to Dhaka University’s official website, there are 37,018 students and 1,992 teachers—an average of 1:18, which meets the global standard. However, not all departments maintain this ratio. In the Faculty of Business Studies, some top departments have a ratio of 1:25; the Management Department has 1:33, and the Department of Political Science has 1:42. In most other universities, international standards for student-teacher ratios are hardly maintained. In contrast, a 2022 American education report noted that the average student-teacher ratio there is 1:5, while MIT and the University of California maintain a 1:3 ratio.

Another major barrier to quality education and research in universities is the questionable process of faculty recruitment. A notable anecdote involves renowned physicist Satyendra Nath Bose. At one time, a PhD degree was a prerequisite for professor positions at Dhaka University. Bose, despite not having a PhD, was deeply engaged in groundbreaking research with Albert Einstein on quantum mechanics. When a vacancy was announced, his friend Meghnad Saha encouraged him to apply. Bose initially refused due to lacking a PhD. However, he was later appointed as a professor with Einstein’s recommendation. Ironically, in more recent times, individuals without PhDs have been appointed not just as professors, but even as vice-chancellors and UGC chairmen.

If we consider universities as centers of knowledge creation, they must prioritize research. But in Bangladesh, while policymakers are eager to establish new universities, they show little interest in promoting research. One key reason why Bangladeshi universities lag in global rankings is their poor research output—something our educational leaders fail to acknowledge. International standards recommend allocating at least 2% of the higher education budget to research, but many reputed universities in Bangladesh spend less than 1%. Renowned writer Ahmed Sofa once remarked about Dhaka University: "There is no research paper in our university. What exists are merely promotion papers."

Despite having over 50 public universities, new ones are still being proposed. However, the quality of education should not depend on whether an institution is labeled a college or a university. What matters is the quality of education, research opportunities, teacher competence, and academic structure. Some of the world’s top institutions like Imperial College London (ranked 9th in 2025), King’s College (36th), and the London School of Economics (LSE), known as the "Mecca of Economics" and ranked 50th, do not even include “University” in their names. Yet, they are global leaders in education and research. MIT, one of the world's top institutions, doesn’t have “University” in its name either. In India, 8 out of the top 10 educational institutions are colleges or institutes, and only 2 are universities. Their students don’t protest on the streets demanding university status. So why do we?

Another major crisis in higher education is the lack of employment opportunities after graduation. Many students, even after completing their undergraduate or postgraduate degrees, remain jobless despite studying day and night. Some are so ashamed that they avoid returning home during holidays. Parents and relatives wait anxiously for good news. Villagers ask, “You went to university, so when will you get a job?” Only a disappointed graduate can truly understand this harsh reality. In a country plagued by unemployment, is protesting for university status a true sign of educational progress—or just a disguised expression of despair?

Bangladesh’s higher education system is facing multiple crises. Merely increasing the number of universities is not the solution. Instead, we must focus on improving the quality of education, fostering research, and ensuring the appointment of skilled teachers. The success of top global universities lies in their focus on research and innovation—an area where we still fall behind. Therefore, we must shift our perspective: education should not be just a means to obtain certificates, but a platform to create skilled human resources. Otherwise, our public universities will remain nothing more than institutions that hand out degrees.