AFTER the July uprising of students and the public, the call for educational reform has become louder, highlighting the need to rebuild a liberal, democratic and developed Bangladesh. The education sector must evolve in a way that nurtures the development of new ideas, policies, and intellectual practices. Amidst these cries for reform, one issue stands out: the recruitment of university faculty members. It has become a public demand that public universities in Bangladesh overhaul the way teachers are hired, as the current system has failed to nurture the kind of education system that can keep up with the growing needs of an increasingly competitive world.
The universities should function as hubs for knowledge production, dissemination, and the development of skilled individuals who can push the boundaries of thought. To achieve this, structural changes must be implemented, including reforms in teacher recruitment, promotion policies, and the development of advanced curricula. One key reform that remains an urgent need is the establishment of an education commission 鈥� something that is conspicuously absent in the interim government鈥檚 recent formation of six reform commissions. As this absence raises serious concerns, it becomes clear that a framework for university teacher recruitment reform must be established to ensure a better future for the educational system.
听
Beyond outdated benchmarks
THE reliance on Secondary School Certificate and Higher Secondary Certificate results as a key determinant for faculty recruitment in universities fails to reflect the intellectual abilities and critical thinking skills essential for teaching at the university level. At the university level, faculty members are expected to do far more than just impart theoretical knowledge; they must also inspire critical thinking, mentor students, and contribute to academic research that challenges the status quo.
Instead of focusing on outdated academic records, the focus should shift to a candidate鈥檚 performance during their undergraduate and postgraduate studies, where they hone their expertise and demonstrate their ability to think critically and engage with complex issues.
听
Holistic evaluation system
THE shift away from an overemphasis on SSC and HSC results opens the door to a more holistic approach to faculty recruitment. This shift would allow universities to place greater emphasis on postgraduate performance, research output, teaching experience, and, if applicable, a candidate鈥檚 PhD qualifications. With this more comprehensive evaluation system, universities will be able to recruit faculty who possess the intellectual capacity and teaching skills necessary to foster a vibrant academic environment.
This holistic approach would also promote an academic culture that values continuous learning, intellectual curiosity, and innovation 鈥� qualities that are essential for the development of world-class institutions. Furthermore, by prioritising research contributions and intellectual engagement, universities will be better equipped to meet the challenges of the modern academic world.
听
Research
THE importance of high-quality research cannot be overstated. A truly research-driven academic culture fosters the production of rigorous, globally recognised work that contributes to the advancement of knowledge. To achieve this, universities must prioritise research output as a core element of the recruitment process. Research contributions should be central to the recruitment process. By prioritising candidates with high-quality research experience 鈥� especially those who have published in peer-reviewed, internationally recognised journals 鈥� universities can ensure that their faculty members contribute to global academic discourse and foster an environment of knowledge production.
PHD qualifications should be a key consideration in faculty recruitment. The pursuit of a PhD represents a commitment to advancing one鈥檚 field, producing original research, and contributing to the intellectual growth of a discipline. A PhD equips scholars with the advanced skills necessary to conduct independent research, mentor students, and enrich university teaching. Candidates who possess PhD qualifications bring specialised expertise, international perspectives, and a global understanding that can enhance the quality of education in Bangladesh鈥檚 universities. It will help address the critical shortage of qualified teachers in research-driven disciplines.
听
Learning from developed countries
INTERNATIONAL examples, especially from countries with globally competitive education systems, can serve as valuable models for reform. In top universities in the United States, the United Kingdom, and Germany, the emphasis in faculty recruitment is on advanced degrees, research contributions, and teaching ability rather than early academic records. Institutions like Harvard, Oxford, and Cambridge place a premium on research excellence and the ability to contribute meaningfully to academic discourse. Adopting similar approaches to faculty recruitment will ensure that the country鈥檚 universities remain competitive on the global stage, attracting top-tier academic talent and producing graduates who are equipped to meet the challenges of the future.
听
Path forward
FOR Bangladesh to cultivate a world-class education system, university faculty recruitment must be reformed to prioritise advanced academic qualifications, research contributions, and intellectual capacity. By eliminating the reliance on SSC and HSC results, universities will be better positioned to select faculty who possess the necessary skills to engage with students at a higher level. Research contributions should be at the core of the recruitment process, and PhD qualifications should be given the weight they deserve.
听
Abul Kalam is an assistant professor of sociology at Gopalganj Science and Technology University; and Md Al-Mamun is a researcher at the BRAC Institute of Governance and Development.
