Ethical Condition at Private Universities of Bangladesh

1

Introduction

At present there are 82 public and private universities in Bangladesh. The numbers of public

universities are 31 while private universities are 51. The first public university is The University of

Dhaka, established in 1921. The establishment of private university is relatively a new phenomenon in

this country. In early 1990s, private sector came forward to establish universities. Since then country

experienced a spectacular growth in private universities– they were mostly in and around Dhaka.

After deregulation program, private sector participation is increasing significantly in Bangladesh,

especially in some area of service sector. As a reform initiative of public sector management,

government shifted its policy in early 1990s in higher education sector. This program makes a

pressure to public university and creates a competitive environment in country higher education.

Though 81 universities are (including National University and Open University) providing higher

education but it is widely saying that the quality of higher education has declined steadily. Public

university is the best options of the students for higher education and then comes private university.

With a few exceptions, public universities are failing to meet the market demand and suffering from

low governance. Private university emerged as an alternative to cope up with the expanded demand of

higher education. Only a few of them are maintaining standard but a huge allegation are being raised

against the rests.

It was hoped that Higher Education Quality will be ensured with the competition of both the sectors.

But it is commonly saying that the quality of higher education is declining rapidly, in some areas quite

alarmingly. According to academicians, researchers, various committee (UGC- led High Powered

Committee, 2003) or commissions report, newspapers report and public perception, are the quality of

education of the private university is deteriorating sharply.

Bundle of allegations are there against them; universities are being blamed for making higher

education toy and degrees are easy-to-get. Job providers are also raising the same question. It is

commonly saying that Private universities are commercializing higher education rather than providing

service. Even these institutions don’t bother to maintain or abide respective Law and guidelines also.

On the other side, some other research showed, of some private higher educational institutions are

providing quality education and their degrees at international standard. In this context, this study has

been initiated to explore the quality of education of private universities that are provided by them.

In this study, teacher’s quality and infrastructure facilities will be analyzed to explore the quality of

education in Private Universities. To conduct the study six private universities have taken by using

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specific criteria. Primary data have been collected from questionnaire survey and interview. There are

also secondary source was used. In this context, an attempt has taken to explore the quality of

education of private universities in broad perspective. Within this broader area, study will explore the

teaching quality, faculty selection method, faculty motivation level, research activities, and library,

classroom and campus facilities. With these issues, we tried to search the employability and

recognition of the degree.

Illustration

With the expansion of education facilities in secondary and higher secondary level the demand for

higher education have increased dramatically in recent years. Public higher educational institutions

were not successfully meeting this pressure. To meet this demand and reduce the increasing cost in

higher level, the government opened the opportunity for private sector participation in higher

education. As a result, the number of students in the private universities is increasing day by day.

According to UGC report 2008, the number of students in tertiary level is 12 lac. There were 1 lac 65

thousand students studying in 28 public universities (excluding National University and Open

University) in 2008. In the same year 1 lac 83 thousand students were studying in 51 private

universities.

We know, Education and development are intertwined. Through education, a country develops its

productive human resources that serve as the engine of social and economic transformation. Only

when human resources — their skills, talents, energies, and knowledge — are effectively developed

and harnessed, a nation can attain the capability and credibility to bring about positive social changes

and much needed economic growth. To achieve the Millennium Development Goals as well as the

development of the country we need skilled, knowledgeable manpower. Only quality education can

ensure expected level of human resource.

Private Universities first introduces American system in country’s higher education. Four years first

degree, grading system and some other innovation have come here through private universities. With

some mismanagement and profit motive, they are helping to reshape the higher education to create

competent and market oriented human resources. Not all universities are equivalent in standard, this

also true for Public University. Some are doing excellent, some are average and some others’ standard

is questionable. But it is tough to draw a common line about the standard and performance of the

institutions.

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UGC, the apex body for higher education in its report observed and expressed its concern about the

quality of HE institutions. UGC identified that most of the universities have no quality teacher,

fulltime faculty, updated curriculum, infrastructure facilities, libraries, teaching aids, etc. Poor

governance, financial mismanagement, profit motive of the owners seriously affect the governance

and quality of the private higher educational institutions. Private universities are self-financed and

only to get approval of new curriculum, awarding degree and some other administrative matters, they

need to go UGC. UGC cannot take action against any allegation due to liberal Private University Act.

It is very difficult to comment definitely on the quality of education in the private universities. There

is no evaluation system for this. Of course, the public universities also do not have any system of

quality monitoring. One advantage of the public universities is that they draw good quality students

and also good quality teachers. They start with a better base; this may not be true for all the private

universities of Bangladesh.

Quality of education depends on a lot of issues. The broad areas are management, teaching quality,

faculty resources, quality intake, method of teaching, technology support, update curriculum, direct

and indirect infrastructure, etc. With all these, university should have specific mission and vision to its

goal. We have some success stories in private universities in Bangladesh.

Some are providing quality education and producing high quality graduates. It is commonly saying

that private universities are responsible for deteriorating the higher education quality. Recently,

International Institute for Education Planning (IIEP) conducted a research titled Private Higher

Education (PHE) in Bangladesh. Research shows that, business-graduates of private universities are

getting preference in job market. Their average income levels were significantly above the income

level of their counterparts from the public universities, the sole exception was the graduates from IBA

of Dhaka University (IIEP, 2007). On the other side, some are selling certificates. Quality teacher,

teaching method, physical facilities are not at all in support for higher level. According to UGC report

(2008), only a few universities have their own campus, but rest of them running in rented house in

residential or industrial areas of the city. Even after 10 years of getting approval they failed to

establish permanent campus that was supposed to do within five years of approval. So, faculty quality

and facilities are the major concerns for PUs in Bangladesh to ensure quality production.

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Statement of the Problem

Private Universities are providing Higher Education. After 1990, there is a dramatic growth in the

country’s higher education. Instead of rapid expansion, the quality of education is declining. Private

universities are profit-oriented and some allegations are there against them. According to Newspapers

report, they are selling certificates and thus responsible for declining education quality. But all

universities are not equal in terms of providing inputs to produce output as productive and employable

graduates. It is commonly saying that faculty selection is not based on merit and universities are

depending on part-time teacher. On the other side, most of the universities are fail to provide

infrastructure facilities like laboratory, classroom, and library.

Universities are running in industrial or residential area. In the same building, some floors are rented

for university and others are restaurant, beauty parlor, and furniture shop. Computer Science and

communications related subjects are common but there is no sufficient lab facility, networking and

ICT infrastructure and library facility. To ensure the quality of a program these issues are related. So,

education quality cannot be ensured without quality teacher and other facilities.

Scopes and Objectives of the Study

For sampling we selected two universities out of 51. Only six universities are taken for study.

Education quality depends on various issues. In this study we have taken only two variables i.e There

are high level of unethical practices in private universities regarding admission and certificate and

Most people are well aware of unethical practices in private universities regarding admission and

certificate but remain quiet for their own benefit.

I have taken selection of faculty, existing faculties in various levels and categories, benefits they are

enjoying, and research activities for analyzing faculty resources. In infrastructure I have taken

campus, classroom, library and laboratory facilities. For analyzing these issues I would use some

indicators.

Objectives of this study have been divided into general and specific objective. The general objective

of the study is to explore the education quality of Private Universities in Bangladesh.

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The specific objectives are;

1. To find out the unethical practices at Private Universities.

2. To know the reason behind the unethical practices at Private Universities.

3. To explore the root of the problem at the Private Universities.

Limitations of the Study

This study was conducted to assess the education quality of Private University of Bangladesh, to

know the quality; six universities have been taken. But the question is whether only six universities

can represent the whole sub-sector. This is the major limitations of the study.

Among the Private Universities there are differences in terms of size, enrolment, courses offered,

teaching quality, budget, some are new and some are old comparatively. So, it is tough to draw a line

whether one’s quality of education represents others.

Out of 51, there are 9 universities located outside the capital city, six in Chittagong and three in

Sylhet. I have taken six universities. Among them the campus of all of those universities are located in

Dhaka. For my convenience, I have chosen the familiar and well known universities of Dhaka city.

SECTION 2: THE ANALYSIS

Private University

Private Universities are those higher education institutions established privately by a group of people

or an organization with the Government permission with an aim to spreading the opportunities of

higher education among larger number of students under Private University Act, 1992 (Amended

1998) that was passed on 9th August in 1992. According to the Act ‘Private University’ means; any

private university established under this Act; and following the provisions of this act and in

fulfillment of the conditions provided by the government, any institution managed under the affiliation

of any foreign university which is operating courses of Honours or Masters Degree, Diploma or

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Certificate Courses or any institution which is offering Degree, Diploma or Certificates(Section-2,

Sub-section-(g), Private University Act, 1992, Amended 1998).

At present, there are 82 universities in Bangladesh of which 51 are private and 31 are public. With the

expansion of education facilities in secondary and higher secondary level the demand for higher

education has increased dramatically in recent years. The public higher institutions were not

successfully meeting this pressure. To meet this demand and reduce the increasing cost at the higher

level, government opened the opportunity for private sector participation in higher education. As a

result, the number of students in the private universities is increasing day by day.

The private universities in Bangladesh recorded a phenomenal growth after the enactment of the

Private University Act in 1992. Both public and private sector institutions are providing higher

education. Though some questions are here about the quality of education, it makes a competitive

environment in higher education. This interaction and competition opens a space to enhance the

quality of higher education.

Public and Private Sector

Public Sector: The term public sector covers the whole range of public organizations from national

government ministries and departments to government business enterprises and local departments. A

key role of Public sector is to provide basic infrastructure, essential services, destination management

and marketing, innovation, training and education. (Elliott 1997)

Public sector deals with the delivery of goods and services by and for the government, whether

national, regional or local/municipal. Public sector includes such services as the police, military,

public roads, public transit, education and healthcare for the poor. The purpose of the public sector

and the public organizations is to initiate such projects that will be used by all the citizens of the

country and will aid in the economic development. Public sector is not profit oriented but that will

facilitate the private sector in its activities.

Private Sector: The Private sector is lifeblood of the economy. Since the landmark publication of

Adam Smith’s book “Wealth of Nation” in 1776, human society has understood that the private

market can generate tremendous efficiencies in terms of resource allocation and production.

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Private organizations are profit driven and they like to invest in projects that will give them the most

benefits. The source of funds for private investors is their own money or loans. The private sector tries

to limit the access to just those that will provide them the maximum benefits.

Strengths of Private Sector

Basic strength of sector is quality of services. Private providers try to expand their businesses to

attracting new customers. Customers’ opinion and voice are the prime concern for private providers.

In recent years, many business sectors have been revolutionized by a new customer- focus.

Management standards are generally higher in the private sector, with staff usually better paid and

motivated. So, business can act as a partner transferring important skills for a great lot of sectors

including the ones of health and education.

The private sector is well suited to carry out research and to develop new techniques. Before

introducing new product usually they conduct feasibility study or analyze the customers behavior in

that regards. Also private sector invests to develop Skills and professional development.

Higher Education in Private Sector

The idea of private university in Bangladesh is a new phenomenon dating back only to 1992 with the

enactment of the PU Act 1992. Within a short span of time PUs becomes a pervasive part of the

country’s academic landscape, satisfying the soaring demand for higher education and presenting new

challenges for a troubled public system. The background was an ever-growing demand for HE that

was not met by a limited number of public universities. Moreover, the government had to allocate a

huge subsidy for this sector.

In the context of private sector participation in various service areas and increasing trend of public-

private cooperation in many sectors of the economy, the government welcomed private initiatives in

this sector. The argument was to inject competition in the sector--underlying the assumption that

private universities would be self-financed creating no pressure on public expenditure. A large

number of university-going students were opting for foreign universities at that time which was

creating a pressure on foreign exchange reserve-- government expected to arrest partially the outflow

of foreign currency by this cooperation with the private sector. Till 1992 there were 8 public

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universities in Bangladesh that could accommodate a limited number of eligible aspirants,

disappointing about 75 per cent of the nearly 80,000 who applied for admission. Now country has a

vibrant HE sector with 51 private and 31 public universities. Other than National University and Open

University, about 4 lac students are studying at the tertiary level at present.

North South University (NSU), the first private university in Bangladesh was established by the NSU

foundation with the initiative of a group of philanthropists, industrialists, bureaucrats and academics.

The government of Bangladesh approved the establishment of NSU in 1992 under PUA, 1992. It was

formally inaugurated on 10th February 1993 with 143 students by Begum Khaleda Zia, the then

Honorable Prime Minister of Bangladesh. The president of the People’s Republic of Bangladesh is the

Chancellor of NSU (Siddiki, 2000).

In 1988-89 first initiative was taken in Dhaka to establish a Private University. The North South

University project was first initiated by a former Ambassador and Secretary Mr. Moslehuddin Ahmed.

He discussed the idea with a group of businessmen, intellectual, bureaucrats, and some of his family

members working in USA. In May 1990 they formed a 30 members Foundation for Promotion of

Education and Research (FPER) to expedite the project.

NSU founders claim that they are the first government approved private university in Bangladesh

because NSU got the approval first. Historically it would be interesting to know that the first private

university was established by Moulana Bhashani at Shantosh in 1960s, and it was named Islamic

University that was not recognized by the government. The second private university that was

established in the ‘70s was Darul Ihsan University (DIU). Then in 1992, IUBAT was established. But

NSU got the approval later before these two” (Hafiz 2006 cited in Emtiaz 2009).

Enrolment in Private Universities

In 2008, there were 1.64,624 students studying in public universities (excluding National University

and Open University) and 1,82,641 students were studying in Private Universities (UGC Report

2008). In recent years private university enrolment trend is sharper than public university.

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Source: UGC report 2008

At present, about 2 lac students are studying in PUs. Though in recent years opportunity expanded in

public sector but according to demand these are not enough. Students are to compete to get admitted

in Public Universities. With the expansion in secondary and higher secondary level, huge pressure

creates at the tertiary level. Not having enough scope, students have no choice to peruse their

education other than private university. All PUs is not equally grown up based on quality and

facilities. Some universities are trying positively to enhance quality education. Most of the institutions

don’t have strong mission in quality achievement. As they are getting students easily, so they don’t

care about quality. Only a few universities take admission test and maintain quality in selection

process. Generally PUs except two or three universities cannot attract top- quality students.

Still public universities are the first option for the admission seekers. Sometimes high fees and other

expenditure of PUs become major concern for middle class as well as bright students who are not

financially solvent. On the other side, PUs those who are maintaining high standard, do not get

brilliant students but presently this trend is changing. Students from English medium school have

difference in curriculum. Normally they cannot do well in admission test in public universities. So,

private universities are the better option for them.

There is no session-jam, campus violence, motivated and faculties, more ICT access, English

speaking environment and job market oriented courses are offered in PU. A portion of students put

their choice for getting admission in PU. Recently to get admitted in North South, Independent, East

West, South East, AIUB, BRAC University students are to face exam. It is becoming tough day by

day. So, coaching centers are opened now in Dhaka for not only public university but also for private

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university. Students can complete their course in time and enter into job market before their counter

parts studying in public institutions.

Research Methodology

In this study a combination of quantitative and qualitative methods were used. The question might

arise why I used a combination of these methods. Because as Creswell (1994:177) suggests, that it is

advantageous to a researcher to combine methods to better understand a concept being tested or

explored. Each approach has its strengths and its weaknesses, and I think over reliance on anyone

method is not appropriate. I think if I combined both quantitative and qualitative research, it would

provide a general picture of my study areas.

Study area and selection criteria of Six Universities

I have selected six universities for my study. Universities are; North South University (NSU); East

West University (EWU); BRAC University; Independent University of Bangladesh (IUB); Northern

University Bangladesh (NUB); and American International University Bangladesh (AIUB).

I have selected universities on the basis of the reputation in the market, student presence and

significance about the topic of my research. These universities have larger portion of the total private

university market and somewhat controversy among the people about the reputation of these

institutes.

Reason behind the selection of Six Universities

Whether in Bangladesh there are 51 private universities at present, but I have taken only six of them

for my study. The reasons behind this are as following; As the study completed within six weeks, so

the number of cases is small for managing easily. It also helped me to study the problem areas in-

depth.

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All the universities situated in Dhaka city and that was less time consuming for collecting data and

conducting interviews. I have a good access to all the university as my friends are studying there. It

helped me to collect data and at the time of questionnaire survey.

Data Collection Method

The study conducted based on both primary and secondary data. Primary data collected through

Questionnaire survey. Structured questionnaire containing both open and closed ended was used. A

survey through a standardized questionnaire was conducted to collect both quantitative and qualitative

information from six private universities. The questionnaire was used for collecting primary data. I

interviewed mostly students and some guardians. Through this survey, I have collected data related to

independent variables and issues for linking with the dependent variables. Secondary data and

information collected besides the primary sources. Secondary data gathered from journal articles,

published books, government documents, education commissions’ report, policies, reports of various

committees related to higher education etc. To collect data and information I have used the internet

mostly. I got help from NSU library.

Sample size

A manageable sample size of respondent targeted to all the universities for questionnaire survey

method. The sample size was 120. Seventeen respondents per university were the students studying in

six universities which gave me the number of 120 questionnaires to be filled out in the process.

Validation of Data

In this study data was collected by questionnaire survey. Interview method was also followed. The

combination of both the methods helped to collect reliable and valid data. As in this study I used

qualitative and quantitative method for collecting data, I can also argue in favor of this combination of

both methods that the findings of my study from one type of method can be checked against the

findings deriving from the other type. Here the main aim is to enhance the validity of findings.

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PRIMARY DATA ANALYSIS

13

Analysis of question 1:

1 year 2 years 3 years 4years0%5%

10%15%20%25%30%35%40%45%50%

Study year of the studentsPe

rcen

t

It is clear from the chart that most of the students who participated in this survey and responded are

continuing the 4th year of their education. So it will be fair to say that these students have better ideas

about the well beings of the university and the information which are vital for the survey.


64%

36%

Response

yesno

14

The diagram above shows the responses for the question: “Do you think that there are any sources of

grade manipulations going on at your university?” The options provided were: (a) Yes b) No. From

the diagram we can see that the 71 out of the 120 students, which means 71%% of the students said

that they believe that there are presence of some sort of grade manipulation in their university. They

believe that it is possible that there are present of unethical activities at these universities.


4%

96%

Response

Etchical and FairNot Etchical and Fair

The graph above shows the responses for the question: “do the think that it is fair and ethical? The

options were provided as follows: (a) Yes b) No. As we can see from the graph that the 96% of

the students think that it is not fair and ethical. They have the basic ideology and negative view

towards it. Only 4% of the students’ thinks that it is fair but that can not be any significance.

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64%

36%

Response

yesno

The pie chart above shows the responses for the question: “Have you ever been a victim of grade

manipulation?”The options provided were: (a) Yes and (b) No. Surprisingly 64% of the students

responded that they have been victim some kind of grade manipulation in their university. Only 36%

said that they faced no grade manipulation in their university. This shows that it is very significant

among the universities and students are being affected.


Ignored

it

Complained

to au

thority

Manage

d myse

lf

Dropped/ R

etook t

he Course

0%10%20%30%40%

Response

Perc

ent

16

The graph above shows the responses for the question: “If yes, what did you do?” They were provided

the following options:

a) Ignored it

b) Complained to the authority

c) Managed myself

d) Dropped the course / Retook the course

44% of the students dropped the course or retook the course in terms of the situation, dropped the

course and retook the course again. Only 9% of the students went to the authority to complain on it

and nearly 13% students ignored the whole scenario. It proves that a major portion of the students are

becoming the victim of the situation.


11%

89%

Response

PositiveNegative

The graph above shows the responses for the question: “Do you think that this is beneficiary for the

students?” They were provided with the following options: (a) Yes b) No. Surprisingly 87% of

the students responded that they believe that the grade manipulation is not beneficial for the students

but 22% students are the opposition of it.

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Easy Education Life For Money For a Better CGPA For Fun0%

5%

10%

15%

20%

25%

30%

35%

40%

45%

Response

Perc

ent

The graph above shows the responses for the question: “If no, then why people are engaged to it?” The options provided were:

a) Easy educational life

b) For money

c) For a better CGPA

d) For fun

Significantly, this question has got some mixed response. 30% students believe that students do that

as students like to have a better and easy education life. On the other hand, 43% students believe that

students do these because of a better CGPA in their grade sheet.

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11%

89%

Response

PositiveNegative

The graph above shows the responses for the question: “Do you think this is severe in the private

universities?” The options provided were: (a) Yes (b) No. From the graph above we can see that the

81% of the students said that they the grade manipulation problem is severe in the private universities.

19% said that they believe it is not that severe. This puts a question mark over the rumor goes on in

the scenario


Positive Negative0

102030405060708090

100

Response

Perc

ent

19

The graph above shows the responses for the question: “Where do you stand on this subject? The

options provided were: (a) Negative; (b) Positive. The bar chart shows that 89% of students said that

they are on the negative side of these whole shenanigans. They oppose it but 11% are for it. This type

of problem is causing more problems as there are some students who are supporting the theories.


Students Faculties Authorities Everyone 0%

10%

20%

30%

40%

50%

60%

70%

Response

Perc

ent

The graph above shows the responses for the question: “Who mostly are engaged to this unethical

process?” The options provided were:

a) Students

b) Faculties

c) Authorities

d) Everyone

Most of the students went for the option of everyone being involved in this process. Nearly 66% of

the students believe that everyone is involved with this unethical process. Only one party is unable to

do so and it also requires the agreements of two parties.

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14%

29%

19%

31%

7%

Response

Strong rule and regulationsTransparencyMonitoring the policy all the timeDeveloping awareness and moral idealsAll of the above

The graph above shows the responses for the question: “How can we prevent these unethical

practices?” The options provided were

1. Strong rule and regulations

2. Transparency

3. Monitoring the policy all the time

4. Developing awareness and moral ideals

5. All of the above

The diagram shows that 29% of the students believe that transparency in the system will ensure a

strong step to prevent this. 31% students believe that developing moral awareness and ideals may

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resolve the problem in a greater extent. Monitoring the policies and the activities may solve the

problem in the greater extent.


Unqualified

grad

uates

Negative

quality

of educati

on

Breakd

own of educati

onal sys

tem

All of th

e above

0%5%

10%15%20%25%30%35%

Response

Perc

ent

The graph above shows the responses for the question: “What is going to be the end result if this goes

on in near future?”

a) Unqualified graduates

b) Negative quality of education

c) Breakdown of educational system

d) All of the above

A mixed response came out of this question. 28% students believe that there will be more unqualified

graduates if this goes for a long time. On the other hand, 31 % students fear that there will be a

breakdown of the educational system for this reason. 27 % students believe that negative quality of

education will prevail and 14% students believe that all theses will happen in the near future.

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RESEARCH FINDINGS

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The total process came up with some questions and answers. It is a matter of no secret but people are

not talking about it. While doing the research, I have come under some understandings through some

questions. The discussion and opinion of people has made the situation more clearly to me. The

findings what I have from the students from different universities are here:

Unethical grading practice in Private Universities

In order to make a clear notion of unethical grading practice, it is necessary to understand the grading

system of private universities. Following the North American system, the grading system is quite up

to date. A student gets a grade point in a course in a scale of 0.0 to 4.0 for failing the course or getting

the top of the class. A course can consists of classes, exams, quizzes, assignments, reports, surveys

and presentations. In order to gat a good grade point means near 4.0, must participate and result up to

the benchmark in all the requirements of the course. It is a simple policy; the student will get the

grade according his / her marks by the standard benchmark grade table. For example, scoring over 90

is considered as 4.0 or grade A and scoring below 40 is considered as 0.0 or grade F.

It seems pretty clear from the above description that it is a straight forward policy / system but there

are some loopholes and that is where the unethical practices comes in. the process where a student

gets a higher or lower grade in a course which he / she doesn’t deserve is known as the unethical

grading practice. Getting the higher grade than the deserving grade is the most significant unethical

practices among the known private universities. It has become a common practice among the students

and faculties. Some faculties are even encouraging it through their applications. Few years back, it is

not that serious of a problem but now it has become an open secret among the students and people

associated with the universities. There are there scenarios of the story and all the sides are harmful for

the students.

Scenario one – the part where students are getting good grades instead of the deserving one is the

most severe part of this total unethical process. A large number of people are involved with it and

money is playing a vital role in this process. Most of these universities are like selling grades in

exchange of money – these universities are not even close to the standard educative quality. These

universities are lowest in the ranking, lack in quality at all sides and operating with a very small

number of people. Some students get admitted into these universities and they get their certificate

within a very short time with a very good result in exchange of money. If the students are getting their

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grades without even touching the book, the future is not very bright. The grade sheet will be prepared

by some people in the authority which looks like a grade sheet of a genuine genius.

Scenario two – some reputed and best private universities are also manipulating the grades and it has

further more consequences. This is a under the table process where a selected or a group of people

handles the whole thing but everyone in the authority posts is involved with the system. The target of

the students of this process is to increase the CGPA (Cumulative Grade Point Average) after a certain

period of time of their educational career. In exchange of money, people will change grades of some

courses on the grade sheet hence tampering the CGPA. This is an open secret and people are using it

for their benefit.

Scenario three – is manipulation of the grade by the course instructors in exchange of loyalty, gifts,

favor or benefit provided by the student who expects to get better grades. It is a dirty practice but

many people are doing it from time to time. Generally faculty members have some favorite students

and him / she tends to favor them. Some students tend to provide gifts, show loyalty, do favors for the

faculties and in return, that particular student gets good grades. This is also known as biasness of the

faculties towards selective students. This can go either way. Since a faculty is favor somebody, he /

she is not favoring somebody. While one student is gaining, others are loosing. It has to be fair and

justified for all the students but always there is someone who always left out. Not getting the

deserving grade is even worse.

Causes for unethical grading practice in Private Universities

There are several things which drive these unethical practices. It had become an ear among few

people who thinks they can buy their grades and walk away with it. Major reasons for these act is

demonstrated below:

1) Better result: Students are always looking forward to get better grades because it is

understood that good grades are required for future prospect. Students try to have a good

result in their courses for the expectation of betterment of their future. The simple way to do it

is to use the unethical / unfair way.

2) Availability: It is an illegal process but not a hard thing to do. People sitting behind the desk

in an authority position are far more capable of changing the grade sheet. Having a good

relation with somebody never harms anybody and it is proven that keeping a good relation

with the faculties might produce a good grade in the course.

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3) Money: Grades are supposed to be earned by hard work and maintaining the process, not to

be bought in exchange of money. If a student realizes that he / she can get a certificate of four

years of BBA degree within a week for a handsome amount of money, most likely he / she

will choose not to spend four years in expensive education and get the money for the

certificate.

4) Expense: In Bangladeshi private universities, the BBA degree is pretty much expensive for

the people who have a limited income. It is quite high priced for the mass people of this

country. When the end the result can be bought in a very short time with a small amount of

money instead of the full payment, most will go that way.

5) Usefulness: A fake certificate or transcript should not be demanded by the students but yet

many people are walking in this road because of the usefulness of it. There are many places

where a fake certificate will work as most people are unable to tell apart the fake one.

6) No obligation: This unethical process is required by some people who are getting benefited

from this. Students are having their grades in exchange of money and people who are doing it

are earning something extra. Since most of the people who are related with the process are

getting benefited this remained to be a proven secret to everyone. There is a small scale of

obligation toward it but no body is coming forward to it.

Apart from these reasons, some people find it soothing to practice the unethical process in a simple

way. They just think that it is a part of the system.

Societal Response to unethical practice in Private Universities

Generally people are against the whole thing. It is a matter of morality and most of the people of the

society are totally against it. They do not support it and always have their stand against it. Their

response is most likely a total objection towards the whole process. Parents and students who know

about the actual scenario are very cautious and careful about it. It is a dangerous process and they

understand that it has far more devastative consequences. Being a part of this process is quite

shameful and people understand it clearly. They respond negatively for the entire process. They are

happy to talk about it among them or in some place not come in forward with an identity. The society

has a cynical outlook towards it but nobody is actually providing any information with their name or

identity with it.

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For an exception, there were some constructive responses which are quite useful. Few people pointed

out some loopholes through which these activities are going on. For example, the private university

guideline is still ineffective in the operation. According to mess people, this is a very hard thing to

pull through for some lower level people who work at the universities. They believe that from top to

bottom, more or less, all the people of the authority are involved with the process. Until or unless the

guideline comes into operation or the mentality changes among the people who are actually doing it

these unethical practices will never stop. This is easy money which is large in number. People will not

let that go very easily. Striking the policy, changing the guideline, developing the foolproof system

etc. was suggested by some people. The response towards it negative but is not effective. All these

protest and standing are basically a cover up. All the objections and negative view towards it is

actually a cover up. When it is time to utilize this process and get benefited, everyone is up for it. We,

the society, encouraged it. If it is not for the people who looked for the shortcut, this situation might

arise. There are many parents who are aiding their children to get the grades in exchange of money. It

is an open secret to all the students, all the parents and all the mass people yet nobody is doing

something significant against it.

Now, apart from a very small number of private universities, most private universities are selling

certificates like it is an open market. For all the private universities, you can modify your grade sheet

according to your requirement. People respond negatively towards it but yet not come forward as a

reason they use that they believe that people who are behind this are too powerful to move around.

They respond towards it negatively, they talk about it negatively and they also encourage people not

to get involved with it. Now, the problem is, if everyone is responding negatively then who is doing

all these? It is practical to assume that people are responding negatively but not acting accordingly.

When students see an easy opportunity, they simply go for it.

Recommendation

Recently, the Committee headed by Professor Asaduzzaman, Chairman of University Grants

Commission (UGC) has submitted an evaluation report to the Prime Minister and the Minister for

Education, with their observations and recommendations based on short lived visits made to these

universities including brief inquiry carried out on the ongoing state of affairs of 52 private universities

of Bangladesh. The report as usual is not yet published or available in full for the public to

demonstrate transparency and accountability of the members of the committee.

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But, also as usual, in the meantime, scoops of news are getting transpired in the media imparting

incomplete and partial information of the report. While dealing with an important issue like the fate

and condition of the highest level of education institutions that is the private universities, news getting

reported in the media in piecemeal sweepingly providing quite few vital or sensitive, including drastic

recommendations reportedly made by the Committee touching the fate and image of thousands of

innocent students, teachers and employees without pointing out specifics of the acts of exceptions

allegedly made by the handful of culprits involved with the function of these universities, in these

circumstances, the civil society cannot but get perturbed.

Before discussing on the terms of reference or the limits and bounds of responsibility or mandate of

the Committee including the deviations made by them there from or the chronology of the role of

UGC including the Government in these regards, particularly, it is needful here to remind that

reporting news in the media with incomplete and/or one sided version, views and opinion on the

evaluation report keeping room for confused reaction and repercussions cannot be termed as have

been prudently made, rather this unfortunate dereliction of social responsibility ignoring the negative

social implications and impacts on sensitive issues related with education and employment of a

section of the youth caused by those reports, calls for clarification with self-criticism.

The media personalities are important members of our civil society and when our civil society in

general is also extremely polarized, the politics of egoistic confrontations and divisionism have

become the order of the day, even in such unfavorable environment when the media is playing

commendable role in many respects but expecting from the media to come out on this particular issue

with once tuned on a tone of response already taken, it may be also be an over-expectation in this

circumstances to find them to recover immediately and entirely from egoistic narrowness or culture of

politicization, particularly on this vital issue concerning higher education in private sector.

However considering the restlessness already created due to scoops of media disclosures involving the

fate of a large number of young students and their future, it is expected that the media personalities

would seriously reconsider to come out with better responsible response on the issue, in the follow-

ups.

It may be mentioned that, before the advent of the current Government there had been about 20

private universities established under the Non-Government University Act, 1992. During last three

years, permissions were granted by the incumbents for more of about 32 Universities to get

established in Bangladesh. The permissions granted by the Ministry of Education were made only

upon fulfillment of the articles of the charter stipulated in the Act.

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If the UGC or the Government did not evaluate in proper manner then for any lax made in this respect

the Government is to be held primarily responsible. From several months already there were lot of

criticisms being made by the members of the public regarding the quality of infrastructure and

environment of education of the private universities and which came to the notice of the Government.

As a result, this 9 (none) member special committee headed by the Chairman of UGC

was constituted more than a year back, with terms of reference to undertake procedures of inquiry for

review and evaluation of the academic and administrative condition of these universities, to identify

problems and to make specific recommendations to the Government as to how the academic and

administrative conditions of those Private Universities could be improved and if any problem found

then to recommend ways and means to solve those problems.

It may be clarified here that this committee was not at all mandated for credit ranking of the Private

Universities but the manner in which a list of 10 Universities got published in the media allegedly

found by the committee to have been functioning in acceptable manner it would appear that an

exercise of credit ranking was made by this committee. In fact that was not done and if even if such

effort of grading or rating was made in the undisclosed portion of the report then it was made without

any formally approved criteria known to the authorities of the concerned private universities, and the

public. The Committee has rather recommended for establishment of Accreditation Council, which

deserves appreciation. Because this would enable the students to make informed choice during

admissions and also the process of credit ranking made annually would also let the private universities

know their position and take necessary effort to improve taking necessary steps to survive in free

competitions.

The Committee has also recommended extending support from the Government to find suitable lands

as soon as possible to a number of properly functioning Universities so that they may be able to shift

in wider areas to construct desirable campuses providing healthy academic environment required for

standard university education. Identifying certain shortcomings in the academic and/or administrative

affairs of 24 numbers of the Universities, the Committee also recommended allowing time limits

ranging from 6-18 months to rectify their shortcomings or face procedures of closure.

The news as reported that the Committee has recommended for closure of 8 Nos. of Private

Universities is most disheartening. It is extremely unfortunate information for the students as well as

for the teachers and other employees of these Universities.

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Apparently, this Committee has found serious anomalies in the functioning of these Universities

including severe deviations made from the criteria needed to be fulfilled according to the Act, which

assumingly in the opinion of the members of the committee are such that these Universities have no

scope to improve even if some time is allowed to them to take necessary steps to remove the

anomalies, deviations and shortcomings. It is reported in the media that few cases of corrupt acts have

been also identified in case of few of these Universities and which the Ministry is considering to refer

to the Bureau of Anti-corruption for investigation and further necessary action.

Therefore, at this stage, in the worst case, the concerned committee could have made their

recommendation to the Government forwarded complains to the Chancellor without making outright

recommendation for closure, made in breach of the Act. The enthusiasm of the committee to cross the

boundary of law in breach is raising serious question on the integrity and neutrality of the few of the

members of the committee, in particular.

One has to consider that, while the corrupt members of authorities of the Private Universities if found

guilty deserve punishment but at the same time there should be firm measures taken for rehabilitation

and resettlement of innocent students, teachers and employees on the backdrop when severe social

problems caused by lack of education and employment already severely persisting in our country. It

surprises me that none of the members connected with the media sought these answers either from the

members of the committee or the members of the Government.

Which surprises me also that, in 1992 when the Act regarding the Private Universities was drafted and

adopted by the Parliament why the Charter of Accreditation Council as well as necessary law for

functioning of a Regulatory Body to establish regular inspection and due process of early warning

system according to law was not instituted to ensure discipline and healthy competition in this sector.

Therefore, necessary amendments to widen the scope in the respective Act to address those issues

need to be initiated in expeditious manner.

Moreover, in view of the procedures laid down for the Cancellation of Charter in the said Act, the

question would obviously arise whether the Universities which are today facing recommendation of

closure or otherwise by a committee formed by members handpicked by the Government could be

considered to have been legitimately made as well as whether this committee could escape

controversy while other than the competency and political neutrality of the members, the most

disturbing point discloses that one of the member of the committee is the sitting Vice Chancellor of a

private university who have been also included, raising serious question of impartiality of the acts of

examination, scrutiny and recommendation made by the committee, as a whole.

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The Government should also realize that any single step of procedure if taken with exception made

from the Act in this respect might make the whole exercise of the committee null and void in the eyes

of law and constitution, protecting citizens from indiscrimination and arbitrary acts of a private

member or a public service.

In the backdrop of the reality that the Public Universities of our country were not being able to

accommodate more than 12% of the students seeking higher and quality education, the necessity of

private sector investment in higher education through setting up of Private Universities came into

being from 1992 through adoption of the concerned Act by the Parliament. However, the private

individuals or groups who intend to invest in Higher Education must realize that, generally education

is the kind of investment which is extremely capital intensive characterized by low and slow rate of

return.

For this reason, till today including in the developed capitalist countries even that are ardently

advocating and practicing free economy with large involvement of private sectors, still have major

share of investment in education made by the Government through Public sector. The Private sector

investments involved in education also largely survive on grants or donations extended by

philanthropic individuals or foundations.

In an environment of free flow of private capital driven by profit motive, the capital is bound to flow

and get accumulated in such investments, which would provide quicker and higher rate of return. On

the other hand investment in education has long-term socio-economic and human considerations.

Investments made in education imparts enhancement of human development with overall

improvement of skill and efficiency of the human resources improving the economic productivity of a

given society vis-à-vis growth and development. For this reason, education is still getting considered

as one of the major social responsibilities of the State and the Government, and important

fundamental right of a citizen.

The private sector investment in education tend to relate and align itself with the stage and extent of

development of private industrial, agricultural and service sectors particularly in terms of wages being

offered by these enterprises including the quantitative and qualitative demand of the job market.

In view of the extent of development of private sector of our country how permission was granted to

set up 52 numbers of private universities with expectation to become commercially or otherwise

feasible, it is very difficult to correlate. However, there is no reason to assume also that demand needs

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to be created first and then the supply chain need to get established, and by that thus to get one into

inviting the complicated conjecture.

In this respect, undoubtedly, the process of establishment of quality and transparent education system

need to be created first because education is more time consuming than setting up of a productive

business enterprise, therefore, it makes imperative that proper private educational institutions can

achieve its viability only with philanthropic support from private individuals or institutions.

The effort of private investors to make the private universities survive with all the required facilities

on its entirety solely depending on the fees received from the students as well as at the same time

continue to provide expected economic rate of return to the investors equally and similarly as other

business ventures is definitely an ill-conceived imprudent attitude and in my view that is the root

cause of the problem. Hence, during the time when the Ministry extended permission and the UGC

prepared their recommendation to set up of the private universities these points were needed to be

seriously taken into consideration for evaluating the authentic philanthropic attitude of the

entrepreneurs seeking to establish private universities.

But, the way the Government is proceeding to solve the problem now along with associated

shallowness disseminated through the media responses, one would get the feeling that apparently the

whole issue has taken a course in favor of removing the head to remove the headache. This type of

imprudent recommendations made by a committee consisting of handpicked incompetent and

unacceptable members would only enhance the problem creating unnecessary discontent among the

youths adding to social unrest rather than lead the Government to act in proper manner earning

confidence of the concerned section of the people.

It is necessary; firstly, to establish due process of rule of law and transparency constituting a full

fledged Regulatory Body including Accreditation Council, to follow in conjunction firm procedure of

early warning system. To this end the Ministry of Law need to undertake immediate review of the Act

to undertake necessary amendments and get those amendments adopted by the Parliament,

expeditiously.

Secondly, as the universities are extremely cramped in the corruption and quality education, the

government should consider making disciplinary boards as suitable for those Private Universities on

priority basis but strictly at decision, considering at best extending services of establishment of order

and instruction. In this matter it is expected that the Government would treat all the universities with

fairness and equal opportunity for deciding the board with proper power to monitor everything.

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Thirdly, to encourage people to come forward as there are many conscious parents are there who can

make a significant effort with their steps towards to make an end to this. With people aware about all

these, the fuss will not continue that long. All the parents can put a stop to this whole unethical

process with their effort.

Fourthly, in order to strict the scope of corruption, strict rules should be recommended deciding the

upper ceiling of the fees for the students to make it affordable for the students coming from lower-

middle and middle class sections of our society. Enrollment of part time teachers from Public

Universities need to be regulated on the basis of number of classes per week and not according to

number of private universities per teacher as recommended by the committee so that the students of

the public universities shall not also suffer from lack of teachers.

Fifthly, where cases of corruption have been identified needing necessary action to get initiated, the

program for rehabilitation and resettlement of the innocent students, teachers and employees must get

into place to avoid unnecessary enhancement of social as well as unemployment problem. Apparently,

this important point was totally ignored by the committee, under discussion.

Conclusion

From my point of view, this is not a constructive thing. Though people are responding negatively

towards it, it has become a phenomenon as people are encouraging it by using the system for their

own proposes. According to some useful response, I believe that this can be reduced to a minimal

level. It is quite tough to get rid of the whole process but it is not impossible. According to my

understanding, my opinion is that these unethical practices have to be stopped or we have to suffer in

the long run. Because of these unethical practices, we are having incompetent, lazy, unproductive and

ineffective students who are not capable of doing any good for them or for the society. A teacher can

favor a student but tampering with the grades, that is an unethical issue. I believe that grading policy

has to be justified and fair for every student. It is something the student will always may suffer for the

rest of his life. It is important to reach out the true benefit and result of difficult education. Having a

faulty grade can destroy a career. If we try all together, we can put an end to it. It is true that we do

not posses a strong educational system but we can work it out with our hard working and dedication

towards the end result of it.

Ethical Condition at Private Universities of Bangladesh

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