How the Divide Between Public and Private Universities Is Deepening Educational Inequality

Education is meant to liberate minds, bridge social gaps, and create equality. Yet, in Bangladesh, a strange and silent discrimination has taken root within the very heart of the education system, a divide between students of public and private universities. This divide has grown into a form of intellectual and social bias, shaping the way students are valued not by their abilities or knowledge, but by the institution they attend. The phrase “Public vs Private” has become a measure of dignity, intelligence, and even future potential, an unhealthy cultural mindset that is weakening the true purpose of education.

The roots of this discrimination are deeply embedded in the collective psychology of our society. When a student secures admission to a public university, the household often bursts into celebration. It becomes a moment of national pride, a declaration that the student has passed the ultimate test of merit. Meanwhile, those who enter private universities, often due to limited seats or different academic pathways, face a quiet but painful form of social humiliation. From relatives’ sarcastic comments to peers’ judgmental glances, they are treated as if their education is somehow less valuable. Such prejudices not only hurt individual confidence but also erode the social fabric of equality and respect.

There is no doubt that Bangladesh’s public universities hold historical and cultural significance. They are symbols of academic tradition, intellectual activism, and national pride. Many of the country’s most respected scholars, leaders, and policymakers have come from these institutions. However, when this legacy turns into arrogance or becomes a weapon to undermine students from private universities, it takes the shape of an academic elitism that is harmful and divisive. On the other hand, some private university students develop a sense of superiority rooted in financial privilege believing that modern infrastructure, air-conditioned classrooms, or English-medium education place them above public university peers. Thus, both groups, knowingly or unknowingly, contribute to a widening social and psychological divide.

In global comparison, this division appears both outdated and absurd. The world’s leading universities like Harvard, MIT, Stanford, and Yale are all private institutions. Yet, they do not base their reputation on luxury or wealth, but on rigorous discipline, cutting-edge research, and a deep commitment to academic excellence. Similarly, many public universities in developed countries are equally prestigious because they adhere to the same standards of quality and accountability. The real distinction lies not in ownership but in the pursuit of excellence, integrity, and innovation. Unfortunately, in Bangladesh, such a shared standard is still missing. The hierarchy of education has turned into a hierarchy of labels.

Another dimension of this problem lies in how society defines success and failure. A student studying at a private university is often assumed to have “failed” the entrance race, regardless of their actual talent, dedication, or academic results. Families, influenced by social perception, treat public admission as a symbol of superiority, while private enrollment is viewed as a symbol of weakness or privilege. This mentality disregards the reality that many private university students work part-time, do freelancing, or teach tuition to pay their own fees. They balance both study and survival, often displaying remarkable resilience. At the same time, numerous public university students face severe financial crises yet continue to persevere for years due to session delays and lack of institutional support. Both groups face challenges of different kinds, yet society fails to see their shared struggle.

If we analyze structurally, the division is also the outcome of systemic inconsistency. Public universities in Bangladesh often suffer from session jams, inadequate research funding, shortage of teachers, and political interference. Meanwhile, some private universities struggle with commercialization, lack of transparency, and profit-centered management. The University Grants Commission (UGC) and the Ministry of Education, who are responsible for ensuring uniform quality, have not succeeded in creating a balanced framework that ensures the same standard of academic excellence in both sectors. The result is an unequal ecosystem where one side thrives on pride, and the other on survival.

Moreover, the media and public discourse have contributed to deepening this divide. News headlines often glorify the achievements of public university students while ignoring the innovative projects or international recognition earned by private university students. This selective appreciation fosters a sense of invisibility among private students and fuels social hierarchy. It also prevents collaboration between institutions, where combined efforts could enrich the nation’s research, technology, and innovation landscape. The education system, instead of being a platform of unity, has become a stage of silent competition driven by outdated perceptions.

The psychological impact of this division cannot be overlooked. Many students in private universities develop inferiority complexes and internalize the belief that they are less capable. Similarly, some students in public universities carry a sense of superiority that isolates them from empathy and cooperation. This mentality poisons youth solidarity, which is essential for national progress. Instead of working together for social and intellectual advancement, students are wasting their energy proving which institution is better.

In many developed countries, such divisions have been dissolved through standardization and accountability. Whether a university is public or private, every institution must meet rigorous accreditation standards. Teachers are evaluated regularly, research quality is monitored, and students’ performance is linked to innovation and community impact. In Bangladesh, such systemic checks and balances are still weak. As a result, both public and private universities suffer one from stagnation, the other from over-commercialization. The need of the hour is not competition, but coordination and reform.

The government, University Grants Commission, and education policymakers must work together to create a unified standard of higher education. There must be equality in research funding, teacher training, and student opportunities. Session jams should be eliminated, and political influence in academic governance must be curtailed. At the same time, private universities must ensure academic integrity, merit-based recruitment, and transparent tuition policies. Education is not a marketplace, it is a foundation of human development. Both systems must complement each other rather than compete for prestige.

The goal of education is not to divide but to enlighten. It should teach respect, humility, and open-mindedness, qualities essential for a civilized and progressive nation. Bangladesh cannot afford to let its young generation be divided by institutional vanity. The need of the time is collective reform, equal opportunity, and mutual respect across the entire academic landscape. Whether one studies under the shade of an ancient banyan tree or in an air-conditioned classroom, what truly matters is knowledge, integrity, and purpose.

Education should never be about status, it should be about substance. The moment we stop labeling our students as “public” or “private,” and start seeing them as the builders of the same future, that will be the true victory of education in Bangladesh.

MD. Noor Hamza Peash is a legal 
researcher and freelance columnist.