Higher education at 21. Bangladesh century

Introduction:

The World Conference on Higher Education held in Paris in 1998, recognized with great emphasis on the importance of education and higher education particularlyly endogenous development, democracy and peace, strengthen the defense of peace as one of human values ​​and respect for and protection of human rights and fundamental freedoms. The far-reaching changes are taking place around the world and the input values ​​in a human society based on knowledge and information, reveal how extremely important educational and teaching are high. (UNESCO, 2001, p. 1). The renewal of higher education is essential for society to be able to meet the challenges of the twenty-first century and ensure its independence intellectual. quality higher education must be restored to create and advance knowledge, educate and train responsible and enlightened citizens and qualified specialists, without which no nation can progress economically, socially, culturally and politically.

The global scenario of socio-economic change, while the physical capital supplants knowledge as a source of current (and future) wealth. Technology is the driving force behind this process. Information technology, biotechnology and other innovations result in significant changes in the way we like to work.

As knowledge becomes increasingly important, the fact that education superior. Countries need to educate more of their young people to achieve a global standard. Quality

knowledge generated within higher education institutions and it is their responsibility to the global economy increasingly critical to national competitiveness. This poses a serious challenge to developing world countries such as Bangladesh, many of which are subject to rapid change on all fronts, and we are interested effort is to become a member of the global community of modern nations.

Objectives Code:

A Trace) changes in various aspects of the institutional systems of higher education in Bangladesh.

B) Other problems of governance, management and administration of higher education.

Zone C) Results of Action that require immediate attention.

Methodology:

A) Use of secondary sources published

B) Interviewing individuals involved in planning and updating of higher education.

Evolution higher education in Bengal:

The English developed a system of higher education in colonial India offered by schools really made 'Munshi writers just as they are commonly called. His skills are turned and the maintenance of records and writing documents. Until the early nineteenth century the years has focused on learning the Persian language in most schools and colleges as the official language was Persian government. Increasingly company employees arrived from England speaks English, Farsi, the language began to lose importance. Is as the Hindu College in Calcutta (1816) was created. This was the first university in Asia established to provide education in the West "Native." The establishment of Calcutta Hindu College not only marked the western system of education in Bengal, but also one of the first steps taken to provide modern education in this part of the subcontinent. However, policy East India Company when it came to education to create a class of loyal servants to work in the offices of the British. In 1835, President Education of the East India Company Thomas Rabington waste while providing the objective of adopting English as the language of instruction in some schools, said flatly: "The goal was to create a class of indigenous populations in blood and color but English in taste, in opinions, in the spirit and intellect. (Sharfuddin 1996, p. 6) In the nineteenth century, the Jesuit priests were also played an important role in transforming the education system in India. Schools established by missions Christian began to appear in different parts of India. Initially, they met the educational needs of converts to Christianity where the Bible education has given a priority. One thing must be noted here: that the dividend of these events have been very popular with the Bengals in the western part of Bengal in the East and the irony is that the Hindus who have benefited from the availability of the Hindu College. Unfortunately Muslims hesitate to Western education or more and is Traditional religious schools and madrasas (see below).

The history of modern higher education in Bangladesh goes back to the creation University of Dhaka in 1921. The creation of the Dhaka University has been considered an imperial concession made to appease the negative feelings of the Muslim middle class East Bengal after the cancellation of the partition of Bengal in 1911, which led the protest movement led by the Hindu community more privileged. Relatively few schools after high school that existed before the creation of the University of Dhaka. However, the admission and education in these schools and universities have been limited to the middle class or upper middle class children as the children of lower income or lower middle class often could not enter institutions educational giving even basic primary education. Parents and guardians, or could not afford to send their children to school or are involved wiser their children, helping them in their profession, primarily as farm laborers. Virtually all schools have been created by the rich "zemindars" (Landlords) and were based on religious practices. Lessons on issues related to religious belief, especially Hinduism and Islam were given priority. No other religious schools, and although their number would be much lower. The teaching method encourages memorization and there was no room for creative learning and thinking.

The riot in India (the first war of Independence of India) is considered a milestone in the social history of India. After the rebellion was suppressed in the government of India has passed from the Crown corporation. The new British government in India has estimated that properly to avoid incidents such as the Sepoy Mutiny should be greater integration of the ruling class white people in India. They believed that the separation of the general population of rules and institutions should be reduced facilities should be provided to people in different spheres of life, education is an important issue. In 1857, University of Calcutta and Bombay and Madras were established with the University of London as a model. In those days the only London University examinations conducted. Before the creation of the University Calcutta, there were few middle schools in East Bengal. Later, most schools have been improved, such as grade schools affiliated to the University Calcutta, namely, University of Chittagong in 1869, Barisal BM College in 1884, Sylhet MC College in 1892. When the partition of India took place in 1947 almost all major Bengal districts were high school and college more and next to other religious schools.

Independent of Bangladesh

When Bangladesh emerged as an independent nation in 1971, there were four public universities (Dhaka, Rajshahi, Chittagong and Jahangir Nagar) and two specialized universities (Bangladesh University of Science and Technology BUET and Bangladesh Agricultural University, BAU).

At present, Bangladesh has 25 public universities, where students study different 12,41,352 regular undergraduate to postgraduate levels. This includes those 1.175 studying in affiliated colleges (8,55,744) at National University. (UGC. 2006. P 130). There are also 51 schools (medicine, dentistry, law, etc Technical) where 82,000 students study. (GOB Statistical Pocket Book. 2006)

To enter a university or college must complete 12 years of high school. Entry into all the public universities is very competitive and the input relation to applicants for entry is 1:65. Very often students are not the object of your choice. Public college programs, divided into basic sciences, humanities, engineering, agriculture and social science. The medium of instruction is mostly bi-Bengali and English. Education in public universities in Bangladesh is highly subsidized. The full development budget and 90 percent of the regular budget public universities from the Ministry of Finance. The average recurrent expenditure for public universities are Taka 37,000 per student per year and fund total fees and expenses per pupil per year is less than 1,000 taka (UGC 2006, p.131). However allocation moved to public universities is clearly insufficient. All public universities in their own operations on campus, built on land allocated by the government, public services are heavily subsidized and wages of staff and faculty are relatively low. No tax applies to wages paid to all types of employees are tax free.

Curriculum in public colleges and universities:

Colleges and public students receive four streams of high school sources. They are human) b) Science c) d) trading system madrasa. A student of the humanities and commerce can take undergraduate courses on topics related to human science and Commerce. A science graduate can enter undergraduate in any subject. In schools affiliated to the National Student University entry level to compete normally less than the experience in public universities. Again, the intensity of competition between public and private schools varies. However, the quality of education in almost all affiliated colleges are much more low compared to the desired level, the main problem is the lack of qualified teachers and support infrastructure. The financial benefits currently offered to teachers, whether in schools or public universities are far from satisfactory.

Most colleges and specialized needs only science students, with the exception of a few such as home economics, arts, fashion design and technology of leather and textile art.

The emergence of private universities:

A recent addition to higher education in Bangladesh is the emergence of private universities. Although universities Private exist in other countries for a long time, the first private university in Bangladesh has not made its appearance until 1992. A law entitled "Private University Act Bangladesh was adopted by the national parliament in 1992 and the first private university in the country, North and South University, began operating in the same year. The country now has 56 private universities, where about 1,24,267 students studying in areas ranging from business to fashion design and media studies communication.

Proponents of private universities in Bangladesh can be classified into six main categories:

bureaucrats) Retired

b) successful business men

c) Postgraduate

d) Active / retired politicians

e) non-governmental organizations

f) a combination of the above.

There are private universities in other kinds of development in Bangladesh: What are the campus of Bangladesh some low-profile foreign universities and private universities.

The creation of private universities can be considered as a result of the trend of increasing the number of students leaving the country in the eighties. The main reasons are the inability of public universities, providing enough seats to applicants for admission and political turmoil and frequent problems as a result of an unexpected campus universities that extended academic sessions. Not only college students leave the country to the teaching above, there were many school children who were admitted to schools in neighboring India, Singapore and Thailand.

Education in private universities is expensive these universities do not receive government funding, but are strongly taxes. They have to bear all recurrent costs and development fees paid by students. The courses offered in almost all private universities are run work that students have some sort of guarantee that will be able to recover their high tuition after graduation from a private university.

Objectives and clientele of private universities:

As mentioned earlier that the public universities of the topics were varied and diverse most entries in the private universities are still in business studies. Graduate business should be offered a job by most other graduates. It is not uncommon. Even the United States most popular undergraduate major is always a business (90 percent), education (8 percent) and healthcare (7 per percent). Are all jobs based on education and university education in the United States is expensive. (Lind, 2006, p. 4).

In neighboring India, there are 1,600 universities, colleges and institutes whose main field of business education and research. Most of these institutions are in the private sector and costs in these facilities is very high. The degree offered by business schools in Bangladesh private universities, it becomes subsistence for most private universities. As mentioned earlier education in private universities is expensive and costs are not subsidized by the government. Universities have to endure all recurrent costs and development charges made by the students. In many countries including the United States, private universities receive substantial background private benefactors staffing, internal company and alumni. The 20 richest American universities (Harvard, Berkeley, MIT, etc) both private and the public have the staffing, which together amount to nearly 200 billion U.S. dollars (Clausen, 2006, p. 1). These practices are almost nonexistent in Bangladesh. Funding sources other than student fees have not been explored in most private universities.

In addition to business Other courses offered private universities usually includes computer, telecommunications, engineering, law, pharmacy, architecture, English and development studies. A university offers degrees in medicine, while two in art, fashion and media study. A university, in addition to the normal course also offers courses Islamic theology.

The recruitment, development and retention of faculty members:

Teachers recruitment of teachers in institutions of higher education in Bangladesh takes many shapes and forms. Private universities generally recruits its teachers, either through advertising or other informal means. Recruitment in public schools is through the Public Service Commission be competitive. Public universities have their own procurement policies provided by the statutes and are very competitive, especially at entry level. While academic performance is generally preferred to other issues discrepancies are not uncommon. This usually happens to host "Political" candidates. In private universities there is no uniform procurement policy. Almost without exception, all senior positions are occupied by teachers of public universities. For some college experience has been invaluable to these private universities. Some tried to recruitment of teachers in higher education or non-resident Bangladesh foreign. Typically, higher-level positions in many private universities carry high financial gains. This has caused high turnover in some universities public, especially on issues like trade, economics, English, pharmacy, mathematics, architecture, law and computer science. No entry level standard procedure for recruitment in public universities. Procurement practices through advertising and formal interviews and presentation recruit others through negotiation. Although teachers are hired through the Public Service Commission obtained a kind of training after two to three years of teaching, there is no policy for the development and training teachers, whether in public or private universities. Whatever development takes place at a university teacher, especially at public universities, which passes through the availability of scholarships for local and international (UGC, Commonwealth, AusAID. Ford Foundation, ICSSR etc.) to pursue higher education. For teachers in training schools and private development is almost nonexistent.

The problem of availability of qualified faculty is good and extremely experienced more acute, both in public universities and private. That's all simple matter of supply and demand. brightest graduates are not inspired to enter teaching

profession, especially in universities public, especially because the financial benefits are scarce. In the case of private universities have a different problem. Most of the founders of private universities have no first hand experience on the practical operation of an educational institution as a university. They are unable to understand the real life scenario of this sector. Some try to run their universities, government offices, other like any other business enterprise or other place of NGOs. Some have tried to impose 0905 hours. The dropout rate of teachers in private universities is high. This is partly because many private universities in the overall work environment is not attractive due to management decisions rational and practical, and practices.

Management issues:

(A) Public Universities: Public universities are managed and governed by the laws

and orders issued by the government. Four universities (UD, EF, CD and UC) are executed under the law of an independent University in 1973. The spirit of these laws reflect the intention to protect the autonomy of higher learning stations in the country. With formation of a democratically elected university senate, the union and other statutory bodies, the university administration should be blamed for the community university itself, rather than subordinate to the government or the ruling party. The University Grants Commission (UGC) was also created in 1973 as a buffer between the government and universities. Proceedings of the 1973 University Act replaced the former University is considered leaving the powers of government without control of the university college freedom of the press. However, these acts are not fully implemented until the 1990's successive military governments and quasi-military after the coup in 1975 have been comfortable with autonomy and academic freedom of universities granted by law. Although some of these acts should be revised to all governments on several occasions kept continuously ignoring the rules and tried to interfere with the performance of universities according to their political needs

1. Each of the other universities have their own laws or ordinances / and Lois. Most

these laws are made so that the government keeps a tight control on

functioning of these universities.

(B) Private Universities: Private universities are administered under Private Universities Act 1992. These universities are not completely out of control government. The high academic and administrative staff, including the Vice-Chancellor, are formally appointed on the recommendation of the Board of Directors of the university, the president, who is legally the president of all universities. The Government is reviewing present this legislation to have greater control over private universities. It is estimated that this process is under way very few universities stations were identified in the management of its academic and administrative functions without ensuring minimum acceptable standard.

(C) Colleges: All degree colleges are affiliated with the University that oversees academic affairs, while administrative matters are dealt with separately by the Ministry of Education or in the case of private schools by the respective governing bodies of these schools.

The erosion of the rule and regulations:

Erosion ethical norms and standards in higher education, government and management that began in the 1970 when the army recovered state power has been extended and institutionalized some years later. Once a new government took office, it became common practice in universities government to replace the duly elected and appointed boards of the considered loyal to the ruling party. The transfer of principals and academics considerations policy is widespread.

In some private universities internal conflict and enmity among the founders for the control of the university is common. There cases where some have gone to court to address issues such as who will be the vice-chancellor and others have tried to use the students to serve their purposes.

Madrasa Education:

One of the oldest form of formal education in the Muslim world has been the madrasa education system. Currently madrasas have entered the higher education system of Bangladesh. Madrasas were originally khanqa places of worship that later became "maktab" which teaches the Koran recitation madrasas and Islamic rituals. Trained as places of teaching Islamic theology. (Tiffany p. 1)

Prophet of Islam (SM) gave top priority to the pursuit of knowledge and hundreds of years from the time the Prophet, the pursuit of knowledge is an integral part of Islamic tradition.

In the period in which Arab Muslims lack the skills to write or read, to memorize verses from the Koran. During the life of the Prophet of interpretation is left to the Prophet. After his death, Muslim scholars, most were followers of the Prophet and self-taught, sought to respond to words and everyday life of the Prophet. Mosques remained the center of learning, even after the death of the Prophet. As Islam continued to spread after death Prophet and other parts of northern Arabia and West Africa came under the fold of Islamic belief, self belief came into contact with other traditions and languages. It became necessary to create frameworks for Muslim scholars to develop sophisticated writing and manuals on the teachings of Islam to non-Arab Muslim populations. This was the Start madrasas system of education, the learning center in the initial objective was to preserve religious conformity through the teachings of Islam uniform for all. The madrasa teaches early case law, medicine, astronomy, architecture, philosophy of science, and administration public.

Over seven hundred years of Ottoman rule (13 to Century 20) madrasa education system spread throughout the Muslim world and in areas where religious believers lived. When Europe plunged into the Middle Ages, medieval period, these madrasas in many places were only places where knowledge is created, and practice lessons.

In the eleventh and twelfth centuries, the madrasa system of education has suffered radical transformation and two types of education have evolved. The first school of theology was to produce spiritual leaders, and other produce earthly knowledge for government officials to be appointed in various countries and regions of the Muslim world. was established in most madrasas Many provide Islamic knowledge were secular education in the field of science, philosophy and public administration and governance. Madrasas product the early-renowned scholars and philosophers who have contributed to land too secular knowledge. Unfortunately, when Europe awoke (Renaissance) in the century 14 and 15 of the Muslim empires began to crumble and the Muslims themselves are involved in political rivalries and intrigues. Muslim scholars have begun to flee the pursuit of knowledge and return to basics. rational science has been abandoned.

The position of the Industrial Revolution in England, saw the expansion British Empire and the crown of England to take over the majority of territories in the Middle East and the Indian subcontinent to the islands of Malaysia and Indonesia. With the advent of a new settlement system of modern education. Unfortunately, the social elites who had access to modern education and the population of the suburbs stayed in the madrasa system suffered a complete standstill. An education system that produces scholars, scientists and philosophers began to beat Mullahs regular secondary education, including learning and education became only about Holy Quran lacks any scientific analysis and interpretation.

The first educational institution established by the East India Company in India was Calcutta madrasa in 1781. This was done by Governor General Warren Hastings, at the request of Muslim elites. Since then education, secondary or higher, made two different directions and religion where the language of instruction is Arabic, Persian and Urdu and other Western countries, liberal, taught in English and Bengali. While the latter appears as education middle class and upper class, the system of madrassas that serve the poorest of society. In most cases of food and accommodation madrasa student was free. Although the British tried to introduce a certain modernity in education and introduce Madrasa English and Bengali in the system of Muslim elites never responded to that attempt on the belief of English is the language of the infidels (polytheists) and Bangladesh belonged to the Hindus.

After the failure of the mutiny in India in 1857, Muslims in India were divided in their opinions about how to improve the general situation of the Muslim Community miserable. One group holds that Muslims of the subcontinent should stick to basics and avoid what he considered the West, including study of modern science, logic, philosophy and language (English). To advance its cause in which he created the "Darul Uloom Deoband" in Uttar Pradesh India, in 1863. Another group led by enlightened people like Sir Syed Ahmed, who stood to meet in March to the general development of Western Muslims must find and return the practice of modern science and knowledge and learn English. To advance its cause in which established Muhammadan Anglo-Oriental College in 1875 that later became Aligarh Muslim University. This opens a branch was clear brand Muslims "of education in the Indian subcontinent, which still remains largely today.

The madrasa was renamed Calcutta Madrasa Aleya and concentrated on teaching Islamic law and jurisprudence rather than education in Progressive Muslims for a long time. All efforts to modernize madrassa education by the British in 1910 failed and the British divided madrasa education system in two parts, the Old Regime madrasa education and the New madrasa education system. This is the separation of secular education of the middle class and higher education for undocumented Basic religious elite and the poor. (Tiffany p. 2)). The government took over the new system management plan and the Old Regime system left everything to the mullahs. The new regime of the system later became known as Aleya madrasa and that the second variety that was beyond the control of the government and took the name of madrasa quomi. A Madrasa Education Board was established in 1949 to regulate the studies and driving tests. These madrassas receive public funds, while madrassas quomi are not controlled by the government, nor received government funding. Have received funding from private donations and abroad and all attempts to get them under control the government has failed.

When Bangladesh became independent in 1971 Bangladesh has about 1,000 madrasas verse. These madrasas teach science, history, agriculture, biology, English, Bengali religious education. Most graduates of the madrasa system verse pursued graduate studies at universities or join the job market while graduates of the madrassas quomi finally "magnets" or "Muazzens' in mosques and madrasa teaches quomi. With their knowledge and quality of education and skills who are unable to provide a real contribution to the economic mainstream of the country.

Currently 9200 + verse Bangladesh madrasa about where 34,53,00 (all levels) to study students so that no reliable statistics available on the variety of quomi madrasa education. (Government of Bolivia -2006. p. 364) While madrasas quomi leaders argue that there are about 5 million students of madrassas quomi 15000 of the country controlled by at least 13 organizations or individuals. (Daily Star, 2005) The learning memory in these madrasas. There is no place for critical thinking or analysis. They have no access to any form of IT and most students quomi not allowed to read newspapers or watch television. Mathematics are totally unknown to them and teaching and learning in all done in Urdu and Arabic.

Today, twenty percent of students in schools are in the madrasas (two varieties) and public spending on higher education in the madrasas that mainstream public education. Since the early 1980, the number of madrasas has increased faster than general education institutions. Between 1999-2005 and the number of secondary schools upper secondary education increased by 16 percent of registered madrasas increased by 27.9 percent (Government of Bolivia, 2006. p. 364). Complicating plus the existing education scenario in Bangladesh, the immediate past alliance government of four parties in the country said that Fazil and Kamil degrees given by the madrasas is equivalent to Bachelor and Master degrees universities and general education would also quomi madrasa recognized by the government. It simply means that these graduates are eligible for all types of jobs in the public and private sector who lack the basic skills for these jobs.

The way forward:

Three and a half decades ago, when Bangladesh emerged as independent nation is still a country dependent on agriculture. Agriculture generates 60 percent of GDP for countries and the size of its workforce based on agriculture for their livelihood. During the eighties and nineties, Bangladesh has seen a remarkable transformation of its economy and society. He did well in managing natural disasters, sanitation, population control, empowerment of women and improve their culture. However, can not guarantee the development and maintenance of a good higher education system of his people. In 1971, the country inherited a newborn's higher education system which are mainly operated in dual mode. Education general and technical and vocational been delivered through schools, colleges and universities and were controlled by the government. The government through its agencies and departments followed the development, management and progress of this education. English and Bengali have been used as media of instruction in these schools of higher education. The texts and reading materials had both local and foreign research and in most cases were minimal. The system suddenly received a shock immediately after independence the country when the government announced without any advance preparation that provide higher education would be in Bengali. At the time this decision was reversed in the mid-eighties, a graduate generation went through a process of this system because there are good books and references are available in Bengali that could be used for higher education and quality are acceptable in higher education could be maintained. During this period, the country has also seen a development where many children of the middle class left the country or higher education in either the primary or tertiary level. Some went to good schools and some below average. Taking advantage of this phenomenon that some contractors started a new private company to provide education, both at the top and bottom. Meanwhile, the country has also gradually shifted its focus to economic development from agriculture to manufacturing and services. Because this change and progressive steak local and foreign investment in the private sector, the demand for graduates with skills and basic knowledge of English and began to grow. Learning centers in both the top and bottom included, saw an opportunity and tried to promote their institutions (schools and universities) where the facilities to learn English and acquire computer skills are available. However, the reality on the ground has been far from satisfactory, although some have tried keep the promise. Recent years, the country has witnessed the proliferation of English schools and universities did not receive the minimum equipment to provide education of good quality. Parents, whose real options are limited, they are forced to send their children to these schools, pay the exorbitant fees.

The higher education system in the public sector has its own problems on board. There is a lack of adequate funding, a pragmatic and infrastructure management the school environment. Given the financial incentives and others has failed to attract well qualified teachers and instructors. Lack of funds has prevented the availability of adequate research facilities. In the job market for graduates of public and private sectors are often faced with the embarrassment of competitiveness differ in many areas. Again, education is primarily employment-oriented private sector where knowledge creation is virtually nonexistent.

In addition to education and the public sector through the private system, Bangladesh to India and Pakistan also has a strong education system madrasa does produce thousands of graduates. The madrasa system of education in this region dates back to the eighteenth century. As Hindus and Buddhists have their own education based on religion, is logical for the Muslims during this period to have their own system of education as well. Later Hindus and Buddhists have made the importance of integrating their systems with the Western system, while Muslims do not. Part of the Muslims, and tried reform the educational system of the Muslims and create a sense of modernity, its success was limited due to the larger Muslim community section has concluded that nothing West is in Islam.

Review of the spread of higher education in Bangladesh, you can safely conclude that the system is broken and is in a moribund state. The goal of any system of higher education should be to fertilize the intelligence of a nation and provide the environment from which emerge the engineer, the lawyer, the advantages and researchers. If Bangladesh is to be a partner in growing economic power houses of the region, the actual creation and dissemination of the knowledge must be given top priority. In the current system of education that is not possible.

The University Grants Commission, the supervisory authority of universities public and private in its latest annual report published in January 2007, expressed the opinion of the quality of teaching in universities can be improved if the quality of teachers and education levels of primary and secondary education have improved. Nothing could be truer. The primary and secondary education there is also as a multi-faceted. There are private and public schools, both in Bengali and English medium, with the madrasas. There are colleges and universities, both in public and private sectors. Public universities in the sector are of recent origin, while schools in the private sector have existed for the last hundred years. School graduates can also go to institutions of higher technical and vocational education and medical schools, technical universities and engineering schools.

Andre Beteille, an eminent sociologist, said: "Universities are centers of learning, but right or wrong to play their role in creating and knowledge transfer are also social institutions that provide the framework for a very specific type of interaction between men and women and between generations. "(Beteille, 2005, p. 1). Here the main suppliers of Bangladesh of higher education – universities, is not whether the government has pursued a policy of expansion, planning to open new universities to convert part of the ancient technique of technical universities. However, maintaining the quality of programs academics in universities and colleges is a constant challenge.

Private universities have emerged in response to the failure of the public system, but they were not intended to be an alternative to public universities. They can only play a complementary role and fill a void in the national education system superior. The fundamental task of creating and disseminating knowledge in the liberal arts, humanities, basic sciences, social sciences, medicine, etc will remain primarily the domain of public universities.

Higher Education in Bangladesh can be classified the following systems:

a university), the sectors public and private. You could graduate from college with a master's degree, while most schools still lack adequate funding universities and administrative services.

b) The university system – both public and private. With the establishment of Dhaka University in 1921, a new chapter opened in the history of higher education in Bangladesh. Currently, there are 25 of them in Bangladesh. The number of students in these universities was $ 12,41,352 in December 2006. Private universities are recent and there are 56 of them. Courses offered throughout the work aimed at 1,24,267 students are enrolled. The university system origin groups in this part of the subcontinent in 1921. In the world ranking, none of the universities in Bangladesh could find a place for himself. The Webometrics Spain World Universities Ranking based on its report published in January 2008 became Bangladesh University of Science and Technology in 4000 3969th position ranked universities.

c) The system of madrasa education is growing at a rapid pace and offer courses that do not attend the activities of modern times and Development.

Priority Action:

Students in Bangladesh can be completed with students from more developed countries and well done. faculties of the University of Bangladesh are often able to demonstrate their ability to carry out world class research. However, these efforts are individual and not the result of a system that is well planned, adequately resourced and effective operation.

The systemic changes and large-scale government, administration and academic affairs in higher education is needed in Bangladesh require with priority attention to key areas identified in this document. These include more common clear policy, improving governance and management and adequate supply and better use of financial resources.

I. Joints Higher Education Policy

The objectives, priorities and strategies in higher education and education strategies to achieve the outcomes defined at 21. century, the global market economy knowledge and national aspirations and values ​​must be articulated and clearly defined. This is not an issue at one time and requires a mechanism for stakeholder participation key to continue to focus on policies, priorities and implementation.

The structure and content of higher education programs and teaching and learning practices balance between general and specialized education in the liberal arts, the complementarity of public and private providers of education superior, and the links between primary, secondary and tertiary education should be an important policy consideration.

madrasa education in Bangladesh is a historical reality. Although not suitable for national development in every way, it would be possible strike in the near future. The government should only continue to motivate teachers and administrators highlighting the benefits of restructuring the system and update their retirement programs. Sporadic attempts were made time to modernize madrasa education system in the country, but have always failed. The leaders of the main opposition party madrasa and even threatened to "holy war" if the government tried to reform its system, especially the quomi variety. No reform is possible by force. Efforts should be made ​​for people involved in madrasa education to understand the positive side of the introductory courses for development competence in the system. In neighboring India, the number of madrasas is estimated at between thirty and forty thousand. Except in some parts of Kerala and West Bengal to meet these madrasas strictly to Muslim children. West Bengal madrasa education has undergone a small but but very important. Madrasas West Bengal and Kerala have introduced modern education, including science English, basic computer and even some in Sanskrit. In 2007, 5,666 non-Muslim students studying in the madrasas of West Bengal, which rose to 6,692 in 2008. What happened before graduates of the madrasas in West Bengal has found it possible to enter the labor market mainstream education is the madrasas. The madrasa (especially the variety quomi) should be exposed to such developments happening in our neighboring country.

The full integration of the many facets of higher institutional education is neither possible nor practical in the circumstances. Bangladesh is not the only country with this system. The question is whether this system is capable of producing people who would be capable of leading the country into a modern knowledge base 21. century. This is where all efforts should concentrate.

ii. governance and funding of higher education

Policy development for higher education should be completely apolitical. Emphasis should be placed on goals too far to maintain quality standards and protect academic freedom in higher education.

Until recently, UGC has been an organization that has been unable to make your body work as a monitor because of its more politicized. It must become a truly independent and effective body that can initiate a political speech.

Quality standards and performance criteria of the institutions, specialized areas of study and research, teachers and student achievement and the mechanisms for the implementation of standards and criteria must be established. Also must recognize that quality assurance in higher education is only possible through greater self-regulation, peer review and accountability internal and transparency in decision-making.

Less than two percent of the education budget is spent on higher education in Bangladesh. This should be increased significantly. Spending on higher education should be conceived as an investment in human capital development rather than capital expenditure. These increases allocation can not assure a continuous supply of human resources specific to Bangladesh to make a country competitive.

Bangladesh is situated between two giants emerging 21 st century – China and India. Its geopolitical position Bangladesh is facing major challenges and opportunities, if he can accept the challenges and opportunities. Development system higher education that meets the quality standards of Century 21 is the desired route for the development potential of our youth and the prosperity of the nation.

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1. The Daily Star (2005). madrassas mushroom in favor of the state, English Journal, August 4, 2005, Dhaka.

About the Author

Farzana Mannan

Star Wars Millennium Falcon Book Trailer

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RARE, VINTAGE AUDIOBOOK – Star Wars, The Empire Strikes Back, The Original Radio Drama, As Heard On National Public Radio *PLUS 2 FREE GIFTS:* Star Wars Trilogy The Empire Strikes Back – Ryder Windham *PLUS* Star Wars Jedi Quest The Final Showdown – Jude Watson **STAR WARS: THE EMPIRE STRIKES BACK, THE ORIGINAL RADIO DRAMA AS HEARD ON NATIONAL PUBLIC RADIO. Enjoy a Splendid Cast, Expanded Script With Scenes And Characters Not In Movie, Featuring Mark Hamill (Luke Skywalker), Anthony Daniels (See-Threepio), Billy Dee Williams (Lando Calrissian), And John Lithgow (Yoda), With Music By The London Symphony Orchestra, And Sound Effect From The Movie. 10 Episo…

LeapFrog Leapster Learning Game Star Wars – Jedi Math $4.98 Embark on dangerous rescue missions as Anakin, R2-D2, C-3PO and other Jedi knights to free members of the Republic imprisoned on federation cruisers and increase your Jedi ranking. Fly to enemy ships, engage in starflight battles and duel with light sabers while learning basic mathematics and telling time skills. The order of the galaxy depends on your success.Leapster2 players can even connect on…

Funko Darth Vader Bobble – Head $3.99 Darth Vader is a Dark Lord of the Sith responsible for wiping out the Jedi and executing the Emperor’s evil bidding. Determined to hunt down and extinguish the Rebel Alliance, Vader commands the massive Imperial fleet and rules his forces through unquestionable terror. Once, this ominous figure was a young Jedi apprentice named Anakin Skywalker who trained under Obi-Wan Kenobi to become a Jedi. Bu…

LeapFrog® Leapster® Learning Game System – Green $59.99 Now parents and kids can both feel good about time spent playing electronic games with the Leapster Learning System by LeapFrog. An exciting library of educational games (sold separately) turn this handheld device into a conduit of exciting learning adventures that teaches reading, math, critical thinking, vocabulary and more. Kids can play fun games, read electronic books, create cool art and wat…

Star Wars Math: Jabba’s Game Galaxy $30.00 Your ship has crash-landed on the planet Tatooine near Jabba the Hutt’s famous game plaza. Earn credits to buy new ship parts by outsmarting your opponents in games of skill and logic. Rebuild your ship and return home. Develop your knowledge of addition, subtraction, multiplication, equivalancies, and geometric relationships. Star Wars Math excites kids about math through the incentive of compet…

LEGO Ninjago Chapter Book: Cole, Ninja of Earth $1.67 Masters of Spinjitzu: a new force to save the world!The next chapter book in the Ninjago series!Cole is the leader of the team. As the Earth Ninja, he is (perhaps unsurprisingly) the most grounded of the four. And the strongest. There is no physical challenge Cole cannot overcome. Now is his chance to use his skills to save the world!…

LEGO Ninjago Brickmaster (Lego Brickmaster) $19.15 Build the coolest vehicles, buildings, and LEGO(r)Ninjago structures you can imagine! Enter the world of Ninjago, the LEGO Group’s exciting new line of ninja themed structures and minifigures, featuring an entire world of ninja heroes, villains, and storylines. With more than 140 LEGO(r)bricks, two minifigures, and a book of instructions and stories, this Brickmaster kit lets young ninjas build an…

Star Wars ABC $7.50 Summary:Star Wars: ABC is an alphabetical adventure through the imaginative and intergalactic world of Star Wars featuring the names and images of the most popular characters, droids, spaceships, and creatures in this galaxy far, far away. With artistic alliterative text that describes each image and emphasizes each letter, Star Wars: ABC is a completely new way to learn about the legendary story…

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