Published: 12:28 AM, 01 August 2026
UGC Must Be Subjected to Inquiries for Substandard Teaching Quality Across Universities
Higher education has long been regarded as the foundation of national development. Universities are expected to produce competent graduates, conduct meaningful research, and cultivate future leaders capable of addressing the country's economic and social challenges. In Bangladesh, however, concerns over the quality of university education have become increasingly prominent among employers, educationists, students, and parents. While individual universities are often criticized for academic shortcomings, the role of the University Grants Commission (UGC), the country's principal higher education regulator, deserves equal public scrutiny. If universities continue to produce graduates whose knowledge and skills fall short of expectations, it is reasonable to ask whether the UGC has effectively fulfilled its responsibility of ensuring academic quality. Independent inquiries into the UGC's regulatory performance could help identify systemic weaknesses and guide meaningful reforms. One of the most visible problems is that many universities appear to be excessively occupied with conducting classes and examinations. Academic calendars are often dominated by lectures, quizzes, mid-term examinations, assignments, and final examinations. While assessment is an essential part of education, learning should extend far beyond memorizing course materials for examinations. Universities are expected to develop analytical thinking, creativity, problem-solving ability, communication skills, and intellectual curiosity. When institutions become primarily examination-oriented, students may focus on passing courses rather than acquiring lasting knowledge. A higher education system driven almost entirely by classroom routines risks producing degree holders instead of educated professionals.
Another frequently discussed concern is that many graduates demonstrate inadequate knowledge of their own academic disciplines. Employers in both public and private sectors have often expressed disappointment regarding graduates' practical understanding of concepts directly related to their fields of study. Although many students obtain respectable grades, some struggle to apply theoretical knowledge to real-world situations or explain fundamental principles confidently during recruitment interviews. This concern does not apply universally, as many graduates excel academically and professionally. Nevertheless, the persistence of such criticism raises important questions about curriculum design, teaching quality, classroom engagement, and assessment methods. The UGC should systematically evaluate whether existing academic programmes are producing graduates with the competencies expected from university education.
Equally alarming is the concern surrounding English language proficiency among university graduates, including many who have completed master's degrees. In today's globalized world, English serves as an important medium for higher education, scientific research, international collaboration, and professional communication. Yet employers and educators frequently report that some graduates face considerable difficulty writing coherent reports, delivering presentations, or communicating confidently in English. Weak language skills can limit access to international scholarships, research publications, multinational employment opportunities, and global academic networks. Universities should therefore integrate effective academic writing, presentation, and communication training into every discipline rather than treating English merely as a compulsory introductory course.
Academic culture within universities also deserves closer examination. Reports of professional jealousy, unhealthy competition, and internal divisions among some faculty members have occasionally surfaced in public discussions. When professional relationships become influenced by rivalry instead of collaboration, the academic environment inevitably suffers. Junior faculty members may hesitate to pursue innovative ideas, collaborative research initiatives may decline, and institutional progress can slow considerably. Universities flourish when teachers cooperate, mentor younger colleagues, exchange ideas openly, and work collectively to improve teaching and research. Strengthening transparent governance and merit-based evaluation systems could help reduce such unhealthy professional tensions.
Perhaps the greatest weakness in Bangladesh's higher education system is the limited emphasis placed on research and extracurricular intellectual activities. Globally recognized universities are distinguished not merely by classroom teaching but by their contributions to scientific discovery, policy analysis, technological innovation, literature, and creative scholarship. In many Bangladeshi universities, however, heavy teaching workloads and administrative responsibilities leave little time for research. Students similarly receive limited encouragement to participate in academic writing, debate, publications, research competitions, or scholarly conferences. Writing articles, conducting independent research, publishing journals, and participating in intellectual forums should become integral components of university education. Without a vibrant research culture, universities cannot effectively contribute to national development or international academic recognition.
Another issue attracting increasing public attention is the growing dependence of university students on private coaching centres and commercial tutoring services. Ideally, university classrooms should provide sufficient academic guidance to enable students to master course materials independently. Yet many students reportedly seek additional instruction outside their institutions to prepare for examinations or improve understanding of course content. Such dependence increases educational expenses and raises concerns about whether classroom teaching is adequately meeting students' learning needs. Although students may attend coaching centres for various reasons, universities should regularly evaluate whether teaching methods, consultation hours, and academic support services are sufficiently effective to minimize unnecessary reliance on external tutoring.
Recruitment practices in higher education also remain a sensitive and important issue. Allegations of political influence in appointing university teachers have periodically emerged in public debate over several decades. While recruitment processes vary among institutions and many appointments are undoubtedly made on merit, perceptions of political interference can undermine public confidence in higher education. Universities should recruit teachers primarily on the basis of academic excellence, research potential, teaching competence, integrity, and professional qualifications. Transparent recruitment procedures, independent selection committees, and clearly defined evaluation criteria would strengthen institutional credibility while attracting talented scholars to the academic profession.
The UGC occupies a central position within Bangladesh's higher education system because it is responsible for maintaining standards, monitoring quality, advising the government, and supporting universities in achieving academic excellence. Therefore, accountability should apply not only to universities but also to the regulator itself. Independent inquiries need not be viewed as punitive measures; rather, they can serve as constructive evaluations aimed at identifying policy gaps, implementation challenges, and opportunities for improvement. Such reviews should assess whether existing quality assurance mechanisms effectively monitor teaching standards, research productivity, curriculum relevance, faculty development, and graduate outcomes.
Bangladesh has made remarkable progress in expanding access to higher education over the past few decades. Expansion, however, must be accompanied by sustained improvements in quality. Universities should become centres of research, innovation, critical inquiry, and intellectual leadership rather than institutions primarily focused on issuing degrees. Achieving this vision requires stronger collaboration among universities, government agencies, academic leaders, teachers, students, employers, and the UGC. Ultimately, the purpose of higher education is not merely to graduate thousands of students each year but to cultivate knowledgeable, ethical, innovative, and globally competitive citizens. Constructive scrutiny of the UGC's regulatory performance, alongside transparent reforms across universities, could strengthen public confidence and help ensure that Bangladesh's higher education system fulfills its promise of serving both national development and future generations.
Mahfuz Ul Hasib Chowdhury is a contributor
to different English and magazines. He is also
a Commonwealth Open University Fellow.
