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Initiatives and/or programmes that have been launched in the past three years
Establishment of the Branch Campus of the overseas universities
The Government of Bangladesh passed the Cross Border Higher Education Policy in 2014 (known as CBHE Policy-2014) to create highly ranked university Campus or Branches in Bangladesh. Though the government kept it postponed for about 5 years now it is working under the jurisdiction of the University Grants Commission of Bangladesh.
Establishment of the UGC Overseas Masters/M.Phil/PhD Scholaraship for University Teachers
As of May 2025 University Grants Commission (UGC) of Bangladesh has taken steps to start the UGC Overseas Masters/M.Phil/PhD Scholaraship for University Teachers. Policy Guidelines for the scholarship had been finalized in March 2025 and The first batch of candidates have been nominated for the scholarship. Approximately 21 PhD candidates and 9 Masters Candidates have been awarded the scholarship for the year 2025. MoUs have been signed with multiple foreign Universitie to facilitate this scholarship.
Establishment of the UGC-McGill PhD Fellowship
A UGC-McGill PhD Fellowship for University teachers have been established under wich every year 10 Bangladeshi University teachers are offered PhD fellowships at the McGill University, Canada. The second call for applications have been announced for the fellowship on May 2025.
Projects which are examples of good practice that have been launched in the past three years
The Higher Education Quality Enhancement Project (HEQEP)
This World Bank-funded project aims to improve the quality and relevance of higher education in Bangladesh. The project has been running from 2008 to 2019 and has made significant progress in several areas.
Here are some of the key impacts of HEQEP on higher education in Bangladesh:
- Improved infrastructure: HEQEP has helped to improve the infrastructure of HEIs in Bangladesh, including the construction of new buildings, the renovation of existing buildings, and the provision of new equipment and technology.
- Strengthened research capacity: HEQEP has helped to strengthen the research capacity of HEIs in Bangladesh. This includes the provision of training for faculty members, the development of research centres, and the support of collaborative research projects.
- Improved teaching and learning: HEQEP has helped to improve the teaching and learning environment in HEIs in Bangladesh. This includes the development of new curricula, the provision of training for faculty members, and the use of new teaching methods.
- Increased student access: HEQEP has helped to increase student access to higher education in Bangladesh. This includes the provision of scholarships and loans, the expansion of distance learning programmes, and the establishment of new universities.
- Enhanced governance: HEQEP has helped to enhance the governance of HEIs in Bangladesh. This includes the development of new policies and procedures, the strengthening of internal audit mechanisms, and the promotion of transparency and accountability.
HEQEP has also had several positive impacts on the graduates of HEI in Bangladesh. Graduates are now better equipped to meet the demands of the job market. They are also more likely to be innovative and entrepreneurial.
Overall, HEQEP has had a significant positive impact on higher education in Bangladesh. The project has helped to improve its quality and relevance, strengthen research capacity, improve teaching and learning, increase student access, and enhance governance.
However, some challenges still need to be addressed. For example, the quality of teaching and learning in some HEIs is still not up to par. Additionally, the number of high-quality faculty members needs to increase.
Despite these challenges, HEQEP has significantly improved higher education in Bangladesh. The project has laid the foundation for further development and improvement in the years to come.
The Higher Education Acceleration and Transformation (HEAT) project
The HEAT project is a World Bank-funded project that aims to accelerate and transform higher education in Bangladesh. It is the project that the government has taken after the HEQEP project. The UGC has implemented the project since July 2023.
The HEAT project has many objectives, including:
- Improving the quality and relevance of higher education in Bangladesh
- Strengthening research capacity in higher education institutions
- Increasing student access to higher education.
- Enhancing the governance of higher education institutions
The HEAT project is being implemented through some activities, including:
- Providing funding for the development of new curricula, the renovation of existing buildings, and the provision of new equipment and technology.
- Supporting faculty development programmes and research projects.
- Expanding distance learning programmes and establishing new universities.
- Developing new policies and procedures to strengthen the governance of HEIs
This project is expected to have a significant impact on higher education in Bangladesh to help improve the quality and relevance of higher education, strengthen research capacity, increase student access, and enhance governance.
The HEAT project is still in its early stages of implementation. However, the UGC has already made some progress in implementing it. For example, the UGC has developed a new curriculum framework for higher education institutions in Bangladesh and launched several faculty development programmes and research projects.
Implementing all objectives is expected to take several years. However, the UGC is committed to implementing the project and improving higher education in Bangladesh.
Here are some specific examples of how the HEAT project is being implemented:
- The UGC is providing funding to universities to develop new curricula in key areas such as engineering, science, and technology
- The UGC is supporting faculty development programmes on topics such as research methodology and teaching skills
- The UGC is expanding distance learning programmes to make higher education more accessible to students in rural areas
- The UGC is working with universities to develop new policies and procedures to strengthen governance
The HEAT project is a significant investment in Bangladesh’s future of higher education. It is expected to help produce more skilled and qualified graduates who can meet the demands of the job market and make higher education more accessible to all Bangladeshi citizens.
Key players and networks (stakeholders) at the national level (or at the regional level with a national component)
The key players and stakeholders at the national level of UGC are:
- Ministry of Education
- Vocational education institutions
- Professional bodies
- University Grants Commission
- Teacher training institutes
- Student organisations
- Public universities
- Research institutes
- Civil society organisations
- Private Universities
- Employers' association
- International development partners
- Technical education institutions
They play a vital role in the development of higher education in Bangladesh, working together to set policies, develop curricula, provide funding, and support R&I.
Some of the specific roles that each stakeholder plays in the HE system in Bangladesh are:
- MoE: Responsible for setting the overall policy direction for higher education in Bangladesh. It also provides funding to public universities and other higher education institutions.
- UGC: The apex body for higher education in Bangladesh. It is responsible for regulating and developing HEIs. It also provides funding to universities and other HEIs
- Public universities: Main providers of higher education in Bangladesh. They offer a wide range of undergraduate and postgraduate programmes in a variety of disciplines.
- Private universities: They play an increasingly important role in the HE system in Bangladesh, offering a variety of undergraduate and postgraduate programmes
- Technical education institutions: They offer programmes that train students for specific jobs and trades.
- Vocational education institutions: Offer programmes that train students for specific jobs and trades.
- Teacher training institutes: Train teachers for primary and secondary schools.
- Research institutes: Conduct research in a variety of disciplines.
- Employers’ association: They work with the government and other stakeholders to ensure that graduates have the skills and knowledge that employers need.
- Professional bodies: They work with the government and other stakeholders to ensure that professionals have the skills and knowledge needed to practice their professions.
- Student organisations: They work with the government and other stakeholders to improve the HE quality and to ensure that students have the support they need to succeed.
- Parent’s associations: They work with the government and other stakeholders to ensure parents have a voice in decision-making.
- Civil society organisations: They work on various issues related to higher education such as access, quality, and governance.
- International development partners: Provide funding and technical assistance to support the development of higher education in Bangladesh.
These stakeholders work together to ensure that Bangladesh’s higher education system is responsive to the country’s needs and produces graduates who can contribute to the country’s development.
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