The University of Dhaka (DU) is often regarded as the highest seat of learning in the country. Since its establishment, the university has played an important role in the education, culture, and politics of the nation. However, in recent years, the institution has been burdened by partisan recruitment, widespread irregularities and corruption among teachers, and their involvement in party politics. A large number of faculty members remain more engaged in politics, business, and position-grabbing than in academic activities. During the one and a half decades of fascist rule, the quality of education and research at DU declined sharply. As a result, this oldest higher education institution of the country has fallen behind in various international rankings.
Following the 2024 mass uprising, there was hope that the situation would change. Yet, in the past one year, there has been no visible progress in improving the quality of education and research.
Professor Dr. Md Abdus Salam of the Institute of Education and Research at the University expressed his disappointment. He told Bonik Barta, “After the uprising, we expected the administration to be sincere about improving the quality of education. We thought they would take effective measures and adopt proper plans. But in one year, no such initiatives have been seen, which is extremely frustrating.”
From 2009 to 2024, DU opened 16 new departments and five institutes. Allegations exist that these were created to recruit teachers loyal to the Awami League and build exclusive dominance. During his tenure from 2009 to 2017, late Vice Chancellor Professor Dr. A AMS Arefin Siddique recruited 907 teachers. In several cases, he relaxed qualifications to make partisan appointments. Following his footsteps, between 2017 and 2024, former Vice Chancellors Professor Dr. Akhtaruzzaman and Professor Dr. Maksud Kamal appointed more than 500 teachers.
A senior official of the university administration, requesting anonymity, told Bonik Barta that during the Awami League’s rule, over 1,400 teachers were recruited, which accounts for around 64 percent of the total faculty. Many of these AL-leaning teachers sided with fascism during the 2024 uprising. Although students boycotted around 50 of them, most remain beyond accountability.
Professor Dr. Morshed Hasan Khan, convener of the Dhaka University White Panel, told Bonik Barta, “We cannot keep any expectation from the interim government either. Over the past year, we have not seen any significant initiatives from the university administration in this regard. If BNP comes to power, proper investigations will be conducted and measures will be taken.”
It is learned that in September last year, a group named “Dhaka University Teachers’ Society” submitted a proposal titled “Dhaka University: Reform of the Education System.” The proposal included several recommendations to improve the quality of education and research. However, most of them remain unimplemented. Expressing frustration, one of the members, Dr. Shahman Moishan, told Bonik Barta, “It is normal that complete reform cannot be achieved in one year. But there have been no visible initiatives to implement the reforms. While the administration has touched on some short-term reforms, there is hardly any effort for mid- and long-term implementation.”
Globally, research is a major determinant of university ranking. To improve DU’s position in teaching and research, teachers made several proposals. These included introducing full-time and fully-funded PhD programs, appointing local and foreign Professors as supervisors with increased honorarium, and enrolling qualified PhD students with residential and other facilities. The proposals also suggested qualitative changes in curriculum and degree-awarding processes. Most of these remain unimplemented.
Professor Dr. Zobaida Nasreen of the Anthropology Department told Bonik Barta, “The administration has made some changes in the admission rules of MPhil-PhD programs. But such minor changes are not enough; what we need are qualitative reforms.”
The globally recognized teacher-student ratio is 1 to 20, which should not exceed 1 to 40. In some departments at the University of Dhaka, however, one teacher is teaching 150 students. A student of the Sociology Department (2021–22 session), requesting anonymity, told Bonik Barta, “Earlier, more than 250 students were admitted per session. In our session, over 150 students got admitted. All of us attend class together. Our class teacher cannot lecture without a microphone. Although two sections were proposed in the first year, due to a shortage of teachers, it was not possible. Recruitment of new teachers is extremely urgent, but after August 5, it became impossible due to political reasons.”
For a long time, both students and teachers have complained that the lack of funds has hindered research activities. It was expected that after the 2024 uprising, research allocation would receive top priority. But in the current fiscal year, the allocation increased only slightly compared to the previous year. In the current budget of BDT 10.35 billion, only BDT 215.7 million has been allocated for research, which is 2.08 percent of the total budget. In the previous fiscal year, the allocation was BDT 200.7 million.
Associate Professor Dr. Mohammad Khorshed Alam of the Department of Mass Communication and Journalism told Bonik Barta, “To transform Dhaka University into a research university, we need short, mid, and long-term plans. We should invite renowned local and foreign researchers to supervise MPhil-PhD students. Teachers should be given incentives to publish research in high-impact journals. During research, teachers’ teaching loads should be reduced, and more international standard conferences should be organized. In this regard, even if the allocation is not 6 percent of GDP as per international standards, at least 4 percent should be allocated to the education sector following other South Asian countries.”
Instead of taking effective steps to improve the quality of education, the Sheikh Hasina government focused more on large-scale development projects. The same trend continues now. Recently, the interim government approved a BDT 28.40 billion development project for the University of Dhaka. The project includes the construction of six academic buildings, nine residential halls for students, nine buildings for house tutors, and seven more residential-administrative buildings. This is the largest development project for DU so far.
Education stakeholders fear that tenders and other activities of these development projects will further disrupt the academic environment. They believe that instead of focusing on infrastructural projects, more emphasis should have been placed on improving the quality of education, research, and teaching methods.
Professor Dr. Md Abdus Salam of the Institute of Education and Research told Bonik Barta, “I don’t think this large project will contribute much to improving the quality of education. What is most needed is increasing research facilities and modernizing teaching methods. This project has no initiatives to improve teaching methods, expand research opportunities, or encourage teachers in research.”
Meanwhile, University of Dhaka’s Pro-Vice Chancellor (Administration) Professor Dr. Sayema Haque Bidisha said the administration has been working step by step to fulfill aspirations. She told Bonik Barta, “We had many aspirations. They will be fulfilled gradually. Infrastructure development was a basic need of the university. With the funds of this project, most of our basic needs will be met. Apart from this, we also need allocation for improving the quality of education and research.”
She further said, “A beautiful environment is essential for an education-friendly atmosphere. If we can ensure good health and an environment, students will study better and their confidence will increase. Infrastructure development also brings academic benefits. It helps students concentrate on their studies. A pleasant environment will meet our basic needs. But in the future, we will also seek allocations for education and research. Through discussions and dialogues, we will see how research allocation can be increased. If UGC increases investment in education and research, we will also be able to give more emphasis to that area.”