Bangladesh’s higher education sector is facing growing criticism following the University Grants Commission’s (UGC) introduction of a unified recruitment policy for lecturers across all universities, including engineering, architecture, agriculture and general universities. Critics argue that the new policy fundamentally contradicts the spirit of university education by prioritizing classroom teaching over research, despite both being legally mandated responsibilities of university teachers.
According to the Jahangirnagar University Act, 1973, teaching and research are the two primary and inseparable duties of a university teacher. Academics contend that the absence of either strips university teaching of its distinctive character, reducing it to the level of college or school education where research is neither required nor structurally supported.
Under the new UGC policy, minimum eligibility for lecturer positions requires GPA 4.50 in both SSC and HSC examinations and GPA 3.50 in undergraduate and postgraduate studies. Candidates must also pass a written examination, followed by a demo class and viva voce. However, the policy does not explicitly require prior research experience, publications, or demonstrated research potential.
Educationists argue that this approach reduces university teaching to classroom performance alone, while ignoring research engagement and creativity. They point out that the policy also overlooks age considerations and prior academic achievements, meaning candidates with international degrees, prestigious awards such as the Prime Minister’s Gold Medal, or publications in reputed international journals must still pass a written test to qualify.
Critics warn that such an exam-heavy system risks excluding highly meritorious candidates due to chance performance in written tests, while enabling less research-oriented graduates to secure positions based solely on exam success. They further argue that written examinations are inherently restrictive for creative and research-based professions, a reason why many advanced education systems prioritize term papers, research proposals, and academic portfolios instead.
While acknowledging the need to curb irregularities in university recruitment, academics caution that the new rules may actually create more room for injustice and favoritism. They fear the policy will legitimize the appointment of underqualified teachers by presenting the recruitment process as “rigorous,” despite its lack of research assessment.
Concerns have also been raised about the long-term impact on aspiring researchers. The uniform GPA threshold, critics say, effectively narrows career opportunities for students before they even enter university, discouraging research aspirations and potentially eliminating future scholars at an early stage.
At the same time, the policy’s proposal to require a PhD for promotion to professorship—or alternatively 22 years of service without a PhD—has been welcomed in principle. However, academics question who will bear the financial burden of PhD studies, especially overseas, given the high costs involved. They argue that expecting teachers to self-finance advanced degrees that ultimately benefit the nation is unrealistic and inequitable.
Beyond recruitment and promotion, scholars highlight deeper structural problems: inadequate classrooms and office spaces, lack of computers and research funding, insufficient libraries, and limited support for international higher education and conferences. Without addressing these systemic deficiencies, they argue, policy reforms risk being superficial and counterproductive.
Experts propose an alternative approach focused on research aptitude, academic experience, higher degrees, curriculum development capacity, and institutional support. Recommendations include mandatory PhD training with full financial support, paid study leave, time-bound degree completion, annual international conference participation funded by universities, and the establishment of world-class libraries.
Academics warn that distancing universities from research will ultimately undermine the country’s higher education system and slow national development. They stress that alongside competent lecturers, Bangladesh urgently needs creative researchers to generate new knowledge—without whom the true mission of the university cannot be fulfilled.
