Following the successful revolution spearheaded by university students and the youth's pledge to create a new Bangladesh, the nation is focused on rebuilding itself with an emphasis on corruption-free governance, an impartial judiciary, dynamic administration, and a knowledge- based society.
Within this framework, higher education (HE) must adapt to address the challenges of an ever-changing world. While the reform of HE is a frequent topic of discussion, the evolving role of the University Grants Commission (UGC) of Bangladesh often receives less attention in these conversations.
We are in the era of the fourth industrial revolution (4IR), which merges the physical, digital, and biological worlds. This demands a new generation of graduates with advanced skills. Curriculum reforms must focus on future-oriented skills, innovative teaching, and employable competencies. While UGC has the potential to lead these changes, we have yet to see UGC take on this critical role.
As the statutory apex body overseeing higher education in Bangladesh, UGC is tasked with enhancing education quality, promoting research, and ensuring equitable access to higher education across the country. Recently, UGC introduced measures such as applying the public university academic calendar to private universities, setting minimum credit-hour requirements for undergraduate programs, and establishing qualifications for faculty recruitment.
However, these initiatives faced criticism from academics who argued that better alternatives existed. Despite its role in coordinating university education, UGC made these significant policy decisions without consulting universities or key stakeholders, raising concerns about academic freedom and universities' autonomy to align policies with their own missions.
Letter grading and credit hours originated in the US higher education system as a standardized method to measure a student’s academic progress and award degrees or qualifications. Academic credits serve as a numerical indicator of a student’s coursework and also help define faculty workload for full-time status. The most common credit system in US universities is based on the Carnegie Unit system, introduced in 1906 as a way to measure coursework. Under this system, students earn credit hours based on the number of “contact hours” spent in class each week.
For instance, in a semester-based system, one credit hour for a theory course typically involves one hour (50 minutes) of in-class instruction per week, alongside a minimum of two hours of outside work (studying, homework, assignments) over a 15-week semester, excluding exam weeks. This equates to one semester hour of credit or the equivalent amount of work spread over a different time frame. Specifically, one semester credit hour for a theory course requires a minimum of 750 minutes of formal in-class instruction and approximately 1,800 minutes of out-of-class work. For lab courses, all time is spent in class with no additional outside work, requiring a minimum of 1,500 minutes or 2 hours per week for the duration of the semester.
However, UGC of Bangladesh has defined one credit hour differently, creating challenges for national institutions seeking international recognition. For example, the Board of Accreditation for Engineering and Technical Education (BAETE), Bangladesh, has faced difficulties in achieving full signatory status with the Washington Accord due to differences in credit-hour definitions.
In rebuilding Bangladesh, the public envisions the UGC as a mediator between the government and universities, advocating for their interests rather than exerting control
In US universities, a typical bachelor’s degree in a semester system requires 120 credit hours, with full-time students taking 15 credit hours per semester and making up any shortfall through summer courses or independent study. This usually involves 30-40 courses and at least 5,400 hours of work for liberal arts and humanities majors, with a higher workload for science, engineering, and arts fields.
In contrast, the UGC mandates a minimum of 140 credit hours for all undergraduate programs, exceeding the US standard. This raises concerns about whether the extra coursework truly benefits students or simply imposes unnecessary burdens, particularly in liberal arts and humanities.
The UGC recently directed private universities to adopt the semester system used by public institutions, sparking dissatisfaction among private universities. Currently, only a few have implemented this system. In contrast, top US universities like Stanford use a quarter system, while many others follow trimester or alternative academic calendars. Universities should have the flexibility to choose the academic system that best suits their needs, as some students prefer taking fewer courses per term, which may align better with alternative systems.
The UGC has established hiring qualifications and directed all universities to adhere to them when recruiting faculty. While it is standard practice for universities to set their own specific criteria for faculty appointments, UGC can play a role in ensuring that the recruitment process remains transparent and fair. One commendable initiative by the UGC was its introduction of Outcome-Based Education (OBE), a globally recognized educational system.
In an era defined by globalization, technological advancements, IoT, and AI, routine jobs are increasingly being automated, reshaping industries and daily life. To remain relevant, HE must evolve, equipping graduates with the advanced skills necessary for the future. The UGC has a crucial role to play by fostering innovation, bridging academia and industry, and preparing Bangladesh’s workforce for upcoming challenges.
Through collaboration with universities and stakeholders, the UGC can position the country’s HE system as a catalyst for global development, in line with the aspirations of its youth. In rebuilding Bangladesh, the public envisions the UGC as a mediator between the government and universities, advocating for their interests rather than exerting control.
M M Shahidul Hassan is Former Vice Chancellor, East West University and Professor, BUET. Email: shahidul7371@gmail.com.