Higher education in the 21st. Century Bangladesh

Introduction: The World Conference on Higher Education held in Paris in 1998, emphatically recognized the importance of education and higher education particularlyly endogenous sustainable development, democracy and peace, strengthen the defense of peace as one of human values and respect for and protection of human rights and fundamental freedoms. The profound changes currently taking place in the world and the entry of human values in a society based on knowledge and information to show how overwhelmingly important are education and higher education. (UNESCO, 2001, p. 1). A renewal of higher education is important for the whole of society, be able to ensure the challenges of the twenty-first century, and his intellectual independence. Quality of higher education to create a need to restore and knowledge to educate and train responsible citizens, informed and qualified specialists, without which no nation can progress economically, socially, culturally and politically. The overall scenario of socio-economic development is changing, so that knowledge of physical capital ousted as a source of current (and future) wealth. Technology is the driving force behind this process. Information technology, biotechnology and other innovations to remarkable changes in the way we like working leader. As knowledge becomes more important and higher education. The country must do more to educate their young people to achieve a global standard. The quality of knowledge generated within higher education institutions and their accountability to the general economy is increasingly critical to national competitiveness. This is a serious challenge for third world countries like Bangladesh, many of which are in a rapid change in all areas, and are impatient, a member of the global community to become modern nations. Objectives of the paper: A) record the development of various facets of institutional systems of higher education in Bangladesh. B) Find the governance, management and administrative problems of higher education. Action C) Suggest that require immediate attention. Methodology: a) use published sources of secondary B) Interview people in the planning and modernization of the university system. The development of higher education in Bengal: The British developed a system of higher education in India during colonial times by universities, which essentially created one writer or “Munshi”, as they are commonly known offer . Their assessment skills and turned to keep records and document drafting. Until the early nineteenth century, the emphasis was on learning the Persian language in most schools and universities as a language official government was Persian. Since losing employees of the Company increasingly English English, Farsi, entered in the official language began in importance. It was in the Hindu College in Calcutta (1816) was founded. It was founded the first school in Asia to provide education about Western “natives.” Establishment of Calcutta Hindu College, not only in the Western system of education announced in Bengal, but convey was one of the first steps towards modern education in this part of the subcontinent. However, the declared policy of the East India Company, when it comes to education came to a group of faithful servants in offices of the British rulers to create jobs. In 1835, the president of the Education Commission of the East India Company provide Rabington Thomas Mackle, while the objective of adopting English as the language of instruction in some schools, said emphatically: “The goal was to create a class of persons Indian in blood and color but English in taste, in opinions, wit and intelligence.” (Sharfuddin 1996, p. 6) In the early nineteenth century, the Jesuits played a major role in transforming the education system in India. Schools established by Christian missions have begun to appear in different parts of India. Initially, she approached the education needs of converts to Christianity, where the teaching of the Bible was a priority. One thing should be pointed out here: that the dividends from these developments are more Bengalis in West Bengal as those enjoyed by the East and the irony is that it is the Hindus who have benefited from the availability of the Hindu College . Muslims unfortunately hesitated to west or higher education and the traditional religious schools and Islamic schools (to be discussed later) instead. The history of modern higher education in Bangladesh can return to the institution of the University of Dhaka in 1921 are plotted. The institution of the University of Dhaka has been presented as an imperial concession to appease the negative feelings of the middle class Muslim East Bengal after the abolition of the division of Bengal in 1911, which led the protest movement of the Hindu community led most privileged. Relatively few post-secondary schools and colleges existed before the founding of the University of Dhaka. However, admission and education in these schools and universities are often middle or upper middle class children is limited, while children of lower income or middle-class backgrounds often give educational institutions could not even organize a basic primary education. Parents and guardians can not afford either to send their children to school, or considers it necessary to help their children, they engage in their profession, primarily as agricultural laborers. Virtually all schools were founded by wealthy “zamindar (landlords), and settled on religious practices. Lessons on issues related to religious belief, especially Hinduism and Islam have been the priority. There were schools of other faiths as well, although their number would be much less. The teaching method to promote learning by heart and there was no place for creative learning and thinking. The Indian Mutiny (the first Indian Independence) is considered a watershed in the history of Indian social was seen. After the mutiny was in charge of India by the company passed to the Crown deleted. to prevent the new British government in India, thought to be wise incidents such as the Sepoy Mutiny that integration of the most significant with the white upper class people of India. They believed that the separation of the general population of the rule should be reduced and facilities should be provided to people in different areas of their life, that education is an important issue. In 1857, the University of Calcutta, as well as those of Bombay and Madras were established with the University of London as a model. In these days of the University of London has carried out investigations. were before the creation of the University of Calcutta are among the few universities in East Bengal. Later, most of these schools were affiliated with a college diploma and the University of Calcutta, namely, Chittagong College in 1869, BM College, Barisal updated in 1884, Sylhet MC College in 1892. Instead of the partition of India in 1947 has virtually all the major districts of Bengal had a high school and college, and side by side with other religious schools. Independent state of Bangladesh, Bangladesh emerged as an independent nation in 1971 when the country had four general universities (Dhaka, Rajshahi, Jahangir Nagar, and Chittagong) and two specialized universities (Bangladesh University of Science and Technology Buet, Bangladesh Agricultural University, BAU). Today, Bangladesh has 25 public universities in which 12,41,352 regular students of different abilities to obtain their undergraduate degree post. This includes students in 1175, affiliated schools (8,55,744) under the National University. (P UGC. 2006th 130). There are also 51 colleges (medical, dental, law, education, etc. Polytechnic) 82 000 students. (GOB, Statistical Pocket Book. 2006) in a university or college diploma must be 12 years to complete high school. Admission to all state universities is very competitive and the ratio of admission to the reception of asylum seekers is 1:65. Very often, the student will not be the subject of their choice. The programs of public universities on the basic sciences, humanities, engineering, agriculture and community spread. Lessons are generally bilingual, Bengali and English. Education in public universities of Bangladesh is highly subsidized. The total budget for development and about 90 percent of operating budgets of public universities come from the government exchequer. On average, non-recurring charges in public universities, 37,000 Taka per student per year and the total collection of duties and taxes are per student per year less than 131 Taka 1000 (UGC 2006, p.). However, the distribution agitated for public universities is not enough. All public universities operate their own campuses, built on land allocated by the government, are heavily subsidized utilities and staff salaries and faculty are relatively low. No tax is levied on wages and tax-free for all categories of employees. Map of study in universities and public colleges, universities and colleges public at large, students receive four types of sources of high school. They are a humanities) b) Science c) Business d) madrasa system. A portion of students in humanities and commerce can undergraduate degree in the disciplines of humanities and the Chamber of Commerce site. A graduate may force’s degree in any discipline. In the national universities affiliated university students for entry-level model faces less competition than they are in the experience of public universities. The intensity of competition between public and private universities is different. However, the quality of education in almost all the affiliated colleges are far from the desired level low is the main problem is lack of qualified teachers and support infrastructure. Financial services currently offered to teachers, whether in schools or public universities is far from satisfactory. Most universities and colleges specialize only meet the needs of science students, with the exception of a few, such as home economics, art, fashion design and technology of leather and textile art. The emergence of private institutions of higher education: A recent addition to higher education in Bangladesh is the emergence of private universities. Although there are private universities in other countries over a long period, the first private university in Bangladesh is not its appearance until 1992. A bill entitled “Private University Act of Bangladesh” was passed in the national parliament in 1992, and the country’s first private university, the University of North-South, began to operate in the same year. The country now has 56 private universities, in which about 1,24,267 students complete their studies in subjects such as business-to-design and media studies and fashion. The founders of private universities in Bangladesh can be divided into six categories: a) retired staff are classified b) successful businessmen c) high academic level) Active / Retired politicians e) Non-f) a combination of above. There are private universities, a different category, which in Bangladesh: what are the sites of some universities overseas Bangladeshi low profile and private colleges. The creation of private universities can be considered as the result of the trend of increasing number of students leaving the country in the eighties. The main reasons are the inability of state universities in providing enough seats to applicants for admission and frequent political turmoil and problems resulting from the unexpected closure of the campus universities, more academic meetings. Not only university students to leave the country for higher education, there were also thousands of children go to school has been added to schools in neighboring India, were in Singapore and Thailand . The education in private universities is expensive, given that these colleges receive no government funding, but which are heavily taxed. contribute to having received all the development and recurrent expenditure of student fees. Courses in almost all private universities will be offered employment learners want a kind of insurance they are able to recoup their high tuition fees once they have been concentrated by a private university degree . Objectives and customers of private universities: as already mentioned, although public universities in the subjects studied are very diverse and varied, most enrollments in private universities are still in business administration. Graduate business should be offered a job before most other graduates. It is not unusual. Even in the United States on the ground the most popular of the study are still businesses (90 percent), education (8 percent) and health (7 percent). These are all targeted professional training and higher education in the United States is expensive. (Lind, 2006, p. 4). In neighboring India in 1600 are universities, institutes and universities, the largest sector of education and research affairs. Most of these institutions are relevant in the private sector and costs in these high schools. The degree of business schools in the private higher education offered by Bangladesh happens to livelihood for most private colleges. As mentioned in private college education is expensive and costs are not subsidized by the state. Universities should be aware of all recurrent expenditure on development and student fees. In many countries, including the United States, private universities receive considerable funding from private benefactors equipment, home businesses and alumni. The 20 richest American universities (Harvard, Berkeley, MIT, etc. private) and public funding, which thus amounts to nearly $ 200,000,000,000 (Clausen, 2006, p. 1) have. Such practices are virtually nonexistent in Bangladesh. Other sources of funding that tuition has not yet been explored in most private universities. In addition to courses in other companies, which covers offered by private universities in general computing, telecommunications, engineering, law, pharmacy, architecture, English and development studies. A university offers degrees in medicine, while two others in the creative arts, fashion and media. A university offers courses in addition to regular classes in Islamic theology offers. are recruitment, development and retention of faculty members: the recruitment of faculty members at universities in Bangladesh in many shapes and forms. Private universities usually recruit teachers, either through advertising or other informal means. The recruitment in public schools is through the Public Service Commission and is competitive. Public universities have their recruitment policies set by law and are also very competitive, especially for beginners. While academic performance is usually given preference over other matters discrepancies are not uncommon. This is usually done to accommodate “politics” of candidates. In private universities, there is no uniform recruitment policy. Almost without exception, all senior positions in the public university teachers are met. For some schools of their experience is valuable to these private universities. Some have tried to recruit experienced teachers to non-resident Bangladeshis, or even strangers. Normally, the leadership positions in many private universities are a significant financial advantage. This has caused quite a high turnover in some public universities, especially in subjects such as trade, economics, English, pharmacy, mathematics, architecture, law and informatics . At the entrance there is no standard procedure for recruitment in public universities. Some recruitment practices by public advertisement and formal interviews and presentations, other recruits through negotiations. Although teachers recruited by the Public Service Commission will receive some kind of training, two, three years ago, the doctrine has been completed, there is no policy for the establishment and training of teachers being public or private universities. Whatever happens, the development as a teacher in universities, especially public universities, it is the availability of local and international grants (UGC, Commonwealth, AusAID. Ford Foundation, ICSSR etc.) for further Graduate. For teachers in private universities, training and development is almost nonexistent. The problem of availability of qualified teachers and experienced law is still very strong, both in public and private universities. It is simply a question of supply and demand. brightest students are not inspired to enter the teaching profession, particularly in public universities, mainly because the financial benefits too low. In the case of private universities, the problem is different. Most of the founders of private universities have no practical experience first hand the operation of an educational institution like a university. They are unable to understand the real life scenario of this sector. Some attempt to manage their universities and public authorities, other than its other activities or other conduct of NGOs. Some have tried to apply 5:09 hours. The failure rate of teaching staff in private universities is high. This is partly because in many private universities overall work environment is not attractive because of unrealistic and unwise decision of the management and practices. Management issues: (a) public universities: The public universities have managed and regulated by the laws and regulations made by the government. Four universities (DU, RU, JU and CU) are managed separately under the University Act 1973rd The spirit of these laws reflect the intention of protecting the autonomy of colleges upper country. With the formation of a democratically elected Senate Staff Union of Universities and other bodies, the university administration was accountable to the university community itself, rather than subservient to the government or the ruling party. The University Grants Commission (UGC) has also been established in 1973 as a buffer zone between government and universities. In 1973, the University Act replaces the old university, the type could be considered acts of the administration of the University Press unleashed forces of academic freedom. However, these actions are not fully until the early 1990s, successive military governments and quasi-military set up after the coup in 1975 have been comfortable with the autonomy and academic freedom of universities granted by law. Although certain provisions of these laws need to write, all governments have been held regularly at various times of the violation of these laws and tries to intervene in the functioning of universities to suit their political needs of each university others their own laws, regulations and legislation. Most of these laws are such that the government has tight control over the execution of these universities. (B) Private Universities: Private universities are managed under the Private University Act 1992nd These universities are not entirely beyond the control of government. The first administrative and academic positions, including Vice-Chancellor, are formally appointed on the recommendation of the board of directors of the university by the President of the country, the law is the chancellor of all universities. The Government is currently reviewing this legislation to have more control over private universities. It is estimated that this process is on the way, as a number of private universities identified the exploitation of their academic and administrative functions, with no guarantee of a minimum acceptable standard. (C) Higher Education: All colleges are able academic affairs at the National University, while administrative matters are attached separately monitored by the Ministry of Education or in the case of private universities by the appropriate bodies university management so treated. The erosion of standards and norms: the erosion of ethical norms and standards in higher education, governance and management that began in the 1970s after the military took over state power was much widespread and institutionalized in the following years. Once a new government in power, it was common practice at public universities to replace the duly elected and appointed Vice-Chancellor of people considered loyal to the ruling party. The transfer of college principals and teachers of political thought is widespread. In some private universities, power struggles and disputes among the founders for the control of the university is very widespread. There have been some cases where the court was to resolve such issues, which will be the Vice-Chancellor and others have tried to help the students to their goal. Madrasa Education: has one of the oldest form of formal education in the Muslim world was the madrasa education system. Currently, the madrassas have entered higher education system of Bangladesh. Madrasas were originally places of worship or Khanqas that developed later taught in Maktab “,” the recitation of the Quran and Islamic rituals. Madrasas were created as places of Islamic theological training. (Tiffany S. 1) prophet of Islam (SM) has the highest priority to research and knowledge of hundreds of years from the time of the prophets, the quest for knowledge is an integral part of Islamic tradition. Write to the time when the Arab Muslims are not capable of two or read verses from the Koran are learned by heart. During the life of the Prophet, the interpretation of the Prophet was left. After his death, Muslim scholars, most of them asked the disciples of the Prophet and were self-taught, responses in the proverbs and everyday life of the Prophet. The mosques continue to be the center of learning, even after the death of the Prophet. As for the spread of Islam after the Prophet’s death and other parts of Northern Arabia and West Africa came under the fold of the Islamic faith, the faith itself came into contact with other traditions and languages. It was necessary to develop frameworks for Muslim experts, the toughest jobs and manuals of Islamic education for the non-Arab Muslim. This was the beginning of the madrasa system of education, learning center, the original purpose of compliance with uniform religious teachings of Islam to preserve for all was. The start of Islamic teaching schools, law, medicine, astronomy, architecture, philosophy, science and public administration. During the reign of 700 years of the Ottoman Empire (13th-20th century) distributes educational madrasas in the Muslim world and lived in areas where believers in religion. When Europe plunged into the dark ages of the Middle Ages, these madrasas have been practiced in many areas the only places where knowledge was created and learned. In the eleventh and twelfth centuries, the madrasa education system has undergone a radical transformation and developed two types of education. The first scholastic theology was to produce spiritual leaders, and secondly to produce knowledge of government officials who were appointed land in different countries and regions of the Muslim world. Many Islamic schools have been founded in addition to their Islamic knowledge provides secular education in the field of science, philosophy and public administration and governance. The early madrasas produced renowned scientists and philosophers who have contributed to the secular knowledge on earth. Unfortunately, when Europe was awareness (Renaissance) in the 14th and 15th century, the Muslim empires began to crumble and Muslims had themselves in political rivalries and intrigues. Muslim scholars have begun to avoid the pursuit of knowledge and return to basics. rational science has been abandoned. The post-industrial revolution in England known expansion of the British Empire and the crown of England control over most areas of the Middle East and Indian subcontinent to the islands of Malaysia and Indonesia. With colonization came from a new system of modern education. Unfortunately, it was the social elites who have access to modern education and the poor segment of the population, the madrasa system, which suffered a total of stagnation had left. An education system that produces scientists, scholars and philosophers have begun to regularly churn half-educated mullahs, their teaching and learning in the Holy Quoran without any scientific analysis and interpretation of childhood . The first educational institution founded by the East India Company in India, Calcutta Madrasa 1781st This was done by the Governor General Warren Hastings at the request of Muslim leaders. Therefore, education, secondary or higher, went to two different senses, a religious education, including Arabic, Persian and Urdu and the other was Western, liberal, taught in English and Bengali. Whereas the latter proved to be the education of middle and upper classes of the madrasa system, the poorest of the society provides. In most cases, room and board for a madrasa student was free. Although the British have tried some of the modern movement in Madrasa Education to introduce and present in English and Bengali Muslim elites of the system never responded to an attempt of this kind in the belief that English is the language of the infidels (was polytheist) and Bangla was one of the Hindus. After the failure of the Indian Mutiny in 1857, Muslims in India were in their opinion, improving the overall condition of the Muslim community divided miserable. One group argues that if the Muslims of the subcontinent, bases and Shun-paste what they saw as the West, including the study of modern science, logic, philosophy and language (English). Their cause, they founded the “Darul Uloom Deoband in Uttar Pradesh, India in 1863. The other group of enlightened people like Sir Syed Ahmed led the lawyers that March is true of the general progress of the West, Muslims need to rediscover and learn again to the practice of modern science and knowledge and English. Their cause, they settled Muslim Anglo-Oriental College in 1875, later became Aligarh Muslim University. This was the beginning of an era bifurcation clear “Muslims fire” of education in the Indian subcontinent, which largely continues today. The Calcutta Madrasa Madrasa Aliya has been renamed, focused on teaching of Islamic law and jurisprudence, rather than general training for progressive Muslims. All efforts to form madrasa by the British in 1910 failed and the modernization of the British division of the madrasa education system into two branches, old rules Madrasa education and madrasa education system again. This is the separation of the secular education of the gentry and the elite core unexplored religious education for the poor. (Tiffany S. 2) ). The government took over management of the new regulatory system and the system of the old system was abandoned in the first place to the mullahs. The new regulatory system came later in the vernacular as Aliya Madrasa and the second series to be known that this was not the scope of government control and took the name of madrasa quomi. A Madrasa Education Board was established in 1949 to regulate conduct during the studies and surveys . These Islamic schools receive public funding in the madrassas quomi were controlled neither by government nor received any state assistance. They have received funding from private donations from home and abroad, and all attempts to bring under control the government has failed. When Bangladesh became independent Bangladesh in 1971 was about 1,000 Islamic schools Aleya. These madrassas teach science, history, agriculture, biology, English, Bengali that religious education. The majority of graduates of madrasa system Aleya pursue graduate studies in universities or in the labor market, while graduates of madrassas ends quomi as “Imam” or “Muazzens” in mosques or teach in the madrasa quomi. With their knowledge and quality of education and skills they are not able to contribute significantly to the country’s normal economic life. Bangladesh currently has more than 9200 + Aliya madrasas where 34,53,00 (all levels) to study student while no reliable statistics are available, in terms of variety quomi madrasa education. (Controlled GOB -2006. P. 364) Although the leaders of the Islamic schools are quomi application there are about five million students in 15,000 madrassas in the country quomi at least 13 organizations or persons. (Daily Star, 2005) in these madrassas are learning by heart. There is no room for critical thought or analysis. They have no access to any form of IT and most students quomi are not allowed to read newspapers or watch television. The mathematics are quite unknown, and in teaching and learning achieved mainly in Urdu and Arabic. Today, twenty percent of students in higher education in Koranic schools (both diversity) and government spending in education as a madrasa in the course of public education. Since the 1980s the number of madrasas faster than ordinary education institutions has increased. Between 1999-2005, while the number of secondary and higher secondary education by 16 per cent of registered voters has increased by 27 9 percent Madrasa (GOB 2006th p. 364). To make it even more complicated, the existing educational scenario in Bangladesh, said the former government immediate four-party alliance of countries that Fazil and Kamil degrees given by the madrasas as equivalent to a Bachelor’s degree and master’s universities and level of education would be considered quomi madrasa would be recognized by the government. It simply means graduates come to all types of jobs in the public sector and private with no basic skills needed for these jobs. The Road Ahead: three and a half decades earlier, when Bangladesh emerged as an independent nation, it was still a country dependent on agriculture. Agriculture produces about 60 per cent of GDP and the bulk of their countries of work depend on agriculture for their livelihood. During the eighties and nineties, Bangladesh, an incredible transformation of the economy and society has seen. He has control in natural disaster management, sanitation, population, made the participation of women and literacy. He could not ensure the development and maintenance of a higher education system good for his people. In 1971, the country newborn has inherited a higher education system, which operated mainly in dual mode. General education and technical and vocational education was taught in universities, institutes and universities were controlled by the government. Government by the agencies and departments to monitor the development, management and conduct of such training. English and Bengali have been used as medium of instruction in these institutions of higher education. Texts and reading materials had both local and foreign origin and research in most cases were minimal. The system has received a sudden shock immediately after independence the country is whether the government has announced, without prior preparation, the mediation of higher education would be in Bengali. Some went to good schools in below average. In the meantime, the country gradually his attention to economic development shifted from agriculture to manufacturing and services sector. Learning centers in the upper and lower parts of this knowledge was opportunity and tried to promote their institutions (schools and universities), where facilities are available for learning and acquiring skills in English it available. However, the reality on the ground was far from satisfactory even if trying to keep some of the promise. Parents whose real opportunities are limited are often forced to send their children to these schools, pay exorbitant fees. It lacks adequate funding, management and pragmatic infrastructure and school environment. Given adequate financial incentives and others, he also failed to attract teachers and trainers. Lack of funding has hampered the availability of good research. In the labor market, graduates of public and private sectors are often faced with embarrassing situations when their competitiveness in many different fields. The private education sector is based primarily on the tasks, where knowledge creation is virtually nonexistent. In addition to public and private higher education system in the sector of Bangladesh, with India and Pakistan also has a strong system of madrasa education which has produced thousands of graduates. The system of madrasa education in this region dates from the eighteenth century. As Hindus and Buddhists have their own education based on religion, it was logical that Muslims during this period of their own education system. Some Muslims while trying to reform the educational system and the Muslims get a sense of modernity to their success has been the biggest part of the Muslim community limited conclusion that everything that is anti-Islamic West. Detailed examination of the higher education system in force in Bangladesh, it can be safely concluded that the system falters and the diseased state. The purpose of a system of higher education should be to fertilize the intelligence of a nation and provide the environment resulting from the engineer, lawyer, computer professionals and researchers. In the current system of education is not possible. Nothing more true. There are universities and universities in the private and public sectors. The public sector universities are of recent origin, while universities have existed in the private sector over the last hundred years. Andre Beteille, a sociologist major, said: “Universities are not only centers of learning difficulty or they play their role in the transmission and knowledge creation, they are also social institutions, the creation of a very particular kind of interaction between men and women and between generations offer. This is where the main suppliers of Bangladesh for higher education – universities, but the government has a policy of expansion did not intend to open new universities to convert part of the old universities techniques in the pursuit of art. However, maintaining the quality of academic programs in colleges and universities a constant challenge. You might university graduates with a master although most schools still do not have adequate funding, administrative and academic facilities. b) The university system – both public and private. With the establishment of Dhaka University in 1921, a new chapter in the history of higher education in Bangladesh has been opened. They generally offer courses focusing on employment, which 1,24,267 students are enrolled. The public university system in this part of the subcontinent in 1921 emerged. In the world ranking of universities in Bangladesh could not find a place for themselves. c) The system of madrasa education is at a rapid pace and with courses from which grows the majority of no use for economic development activities and modern. The systemic changes and major in management, administrative and academic affairs in higher education in Bangladesh require priority attention was pointed out some key areas in this document. These include a clear definition of the policy, improving governance and administration, and appropriate measures and make better use of financial resources. i. The joints of the objectives of higher education policy, priorities and strategies in higher education and strategies to achieve outcomes in the context of the 21st. Century, the world market must be made in the knowledge economy and national aspirations and values and clearly defined. This is not a one-shot affair and requires a mechanism to continue to focus with key players in this process, priorities and their implementation. The structure and content of university curricula and teaching methods of learning, the balance between specialists and general education in liberal arts, the complementarity of public and private providers of higher education, and links between primary, secondary and tertiary education should be important elements of the account of the policy. Madrasa education in Bangladesh is a historical reality. Although he failed to serve the national development in a useful purpose, it would not be possible to depreciate in the near future. The government has simply to motivate teachers and administrators emphasize the benefits of restructuring the system and upgrade its old age programs. Sporadic attempts were made to modernize the education system in times of madrasas in the country, but they have failed repeatedly. The main opposition parties were madrasa leaders and they have even threatened “jihad” if the government tries to reform something in their system, especially the diversity quomi. In neighboring India, the number of Islamic schools is estimated at between thirty to forty thousand. Except in some parts of Kerala and West Bengal madrassas that comply strictly with the Muslim children. In West Bengal, madrasa education has undergone a transformation, albeit small, but very important. Madrasas in West Bengal and Kerala have received a modern education, including English, basic sciences, he and some even Sanskrit. The madrasa (especially the variety of quomi) should arrive at such developments in our neighboring countries will be exposed. Full integration of different institutional system of higher education is neither possible nor practical in the circumstances. Bangladesh is not the only country with such a system. ii. Governance and funding policy for higher education for higher education should be completely depoliticized. Emphasis should be placed on the objectives exaggerated maintain standards of quality and the protection of academic freedom in higher education. It must be effective and truly be turned independent, able to open political discourse would be. Quality standards and performance criteria for institutions, specialized studies and research need, teachers and student performance and mechanisms to implement the standards and criteria. This has greatly increased. Such increased funding can provide to a continuous supply of appropriate human resources of Bangladesh a competitive nation. Bangladesh is between the two emerging giants of the 21st century – China and India are positioned. References Beteille, A. (2005). “Universities as institutions, Economic and Political Weekly, July 30, 2005. UNESCO (2001). Higher Education in Developing Countries Peril and Promise. 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