MM Shahidul Hassan

It is inarguable that education is important, as it opens the door to a better life for everyone.

Higher education is rapidly expanding in developing countries. There were only four public universities at the time of Bangladesh’s inception as a sovereign country in 1971. The country has now a total of 43 public and 103 private universities. The number of students enrolled in universities has shot up from 4,11,717 in 2008 to10,28,314 in 2018 (BANBEIS). But what does it mean for economic development?

Societies in both developed and developing countries are increasingly aware of the vital role that university graduates can play to advance their economies. Many examples can be cited where graduates helped to pull their countries out of recession (David Willetts 2017).

The curriculum for any undergraduate programme is highly influenced by the social, physical, economic and cultural environment. Consequently, with the change of any such setting(s), its development process will also change. The great economist and Nobel Laureate, Wassily Leontief, wrote in 1953 that “labour will become less and less important… More and more workers will be replaced by machines.”

During the twentieth century, engineering education in the developed countries underwent a remarkable transformation.

In the beginning of the twentieth century, a growing number of educators, professionals and representatives of the business community in western countries began to realise the shortcomings of the traditional education (TE) system.

It's a common scene to see children in our streets in the early morning going to school, carrying heavy bags full of books on their shoulders.

Grading is an integral part of a student's life. Grades or marks are the primary means of evaluating a student's academic performance.

Bangladesh started with only four public universities and now has a total of 38 public universities and 92 private universities.