2017年-世界发展银行全球_Bangladesh_Tertiary_Education___SABER_Country_Report_2017_31页_570kb

Summary of BANGLADESH TERTIARY EDUCATION SABER Country Report (2017)

Core Content

This report provides an analysis of the tertiary education system in Bangladesh using the SABER (Systems Approach for Better Education Results) diagnostic tool, which evaluates six key policy dimensions to identify reform priorities and benchmark performance against international best practices.

Key Policy Dimensions and Their Status

1. Vision for Tertiary Education

• Overall Score: Emerging

• Universities: Emerging

• Colleges: Latent

• TVET Institutions: Advanced

• Core Content: There is no overarching vision for the entire tertiary education system in Bangladesh. A vision for the university sector is under development, while the college sector is in the early stages of planning. TVET institutions, however, have a comprehensive and well-defined vision.

• Main Points:

  • The Strategic Plan for Higher Education in Bangladesh (2017-2030) outlines a vision for universities, emphasizing excellence, equity, access, and alignment with the Sustainable Development Goals.
  • The College Education Development Project is being used to develop a separate vision for colleges.
  • TVET has a detailed vision through the National Skills Development Policy, which includes a National Technical and Vocational Qualifications Framework and a focus on quality assurance and lifelong learning.

2. Regulatory Framework

• Overall Score: Established

• Universities: Advanced

• Colleges: Established

• TVET Institutions: Established

• Core Content: Bangladesh has a substantial legislative base for tertiary education, though some laws are outdated and require revision.

• Main Points:

  • Key laws include the University Grants Commission Order 1973, Private Universities Act 2010, Accreditation Council Act 2017, National University Act 1992, and Technical Education Act 1967.
  • The regulatory framework supports the establishment and operation of tertiary institutions, with some inconsistencies in principles across subsectors.
  • The National University oversees most colleges, while the Bangladesh Technical Education Board (BTEB) regulates TVET institutions.

3. Governance of System and Institutions

• Overall Score: Emerging

• Universities: Established

• Colleges: Latent

• TVET Institutions: Emerging

• Core Content: The governance system for tertiary education is fragmented, with universities having substantial autonomy, while colleges and TVET institutions have limited autonomy.

• Main Points:

  • Universities are governed by charters approved by Parliament and the UGC, which oversees governance, quality, and funding.
  • Colleges are governed by the National University, which lacks a robust quality assurance system.
  • TVET institutions are regulated by the DTE and BTEB, with the BTEB having some independence from the Ministry of Education.
  • The politicization of tertiary education institutions is a key risk, particularly in the selection and promotion of academic staff.

4. Financing

• Overall Score: Emerging

• Core Content: Public resources cover recurrent and some capital expenditure, but funding is not performance-linked and lacks equity mechanisms.

• Main Points:

  • Funding follows historical patterns and is not tied to performance indicators.
  • There is potential to expand scholarship programs for disadvantaged students.
  • The Strategic Plan for Higher Education 2017-2030 recommends performance-based funding and the creation of a student loan program.

5. Quality Assurance

• Overall Score: Emerging

• Core Content: Quality assurance is in its early stages, with some initiatives in place but limited coverage across all subsectors.

• Main Points:

  • Initial steps have been taken to establish quality assurance cells in universities.
  • The Accreditation Council Act 2017 has been passed, but its implementation is still in progress.
  • Colleges lack a quality assurance framework, and data from HEMIS is not fully utilized for policy-making.
  • TVET institutions have a more structured quality assurance system through the National Skills Quality Assurance System and the NTVQF.

6. Relevance to Social and Economic Needs

• Overall Score: Established

• Core Content: Tertiary education in Bangladesh is aligned with the country's economic and social development goals.

• Main Points:

  • The sector is focused on strengthening economic development, research, and innovation.
  • Policies aim to foster social mobility and gender parity.
  • The TVET vision explicitly addresses employability and gender disparity, with a strong link to global standards and lifelong learning.

Conclusion

• Bangladesh's tertiary education system is growing rapidly, with over 2.84 million students in 2017.
• The system is divided into three subsectors: universities, colleges, and TVET institutions, each with distinct governance and regulatory structures.
• While TVET has a well-developed vision and regulatory framework, the university and college sectors lag behind, particularly in terms of a unified vision and quality assurance mechanisms.
• The regulatory framework is extensive but outdated in some areas, and the politicization of institutions remains a significant challenge.
• There is a need for improved governance, performance-based financing, and a more integrated quality assurance system across all subsectors.