NEARLY than 200,000 students are trapped in an academic limbo. Examinations are delayed, results take years to arrive and degrees lose their value. What was meant to be a simple affiliation of seven government colleges with the University of Dhaka has instead turned into a bureaucratic disaster. This is not just a logistical failure. It is a symptom of deep structural flaws in Bangladesh鈥檚 higher education system.
The controversial move of 2017 to re-affiliate the seven colleges with the University of Dhaka was meant to elevate their academic standing. But, it has, instead, exposed the university鈥檚 severe lack of capacity. The result? A fragmented education system where the University of Dhaka鈥檚 own students and those from the seven colleges are at odds. Protests replace lectures, and political interests overshadow real solutions. Without a strategic overhaul, the cycle of mismanagement will continue.
Before the establishment of the National University in 1992, the seven colleges 鈥� Dhaka College, Eden Girls鈥� College, Begum Badrunnesa Government College, Government Bangla College, Kabi Nazrul Government College, Government Titumir College and Government Shaheed Suhrawardy College 鈥� were affiliated with the University of Dhaka. With the formation of the National University, the institutions were placed under its administration.
This re-affiliation move was framed as an effort to elevate the status of these colleges by integrating them with the University of Dhaka. However, it quickly became apparent that the university lacked necessary resources, teachers and administrative capacity to handle the additional burden of nearly 200,000 students. What followed was a chaotic system plagued by delays in academic calendars, mismanagement of examinations, and a general decline in educational standards.
The forced affiliation created an artificial division between the University of Dhaka鈥檚 own students and those from the colleges. The growing resentment fuelled protests and violent confrontation, turning campuses into battlegrounds rather than seats for learning. This conflict mirrors past governance failures in South Asia, where systemic discrimination and poor policy decisions led to widespread dissatisfaction and unrest.
Political manipulation has further exacerbated the crisis. Student grievances have been co-opted by political factions for their own agendas, sidelining the real concerns of education reform. The passive approach of the University of Dhaka administration has only deepened the crisis, with leadership failing to provide effective solutions. The vice-chancellor, more focused on ceremonial duties than substantive academic reforms, has left students in a state of frustration and uncertainty.
After protests, the government recently announced that from the 2024鈥�2025 academic year, no new students of the seven colleges would be admitted under the University of Dhaka. An expert committee, formed by the education ministry, is expected to oversee their academic and administrative activities moving forward. However, the future of the institutions remains uncertain, as discussions about forming a separate university or higher education body are still in early stages.
This decision has drawn mixed reactions. While some see it as a step towards resolving the crisis, others fear it will lead to further complications. The lack of a concrete framework for the seven colleges raises concerns about potential bureaucratic inefficiencies and further stagnation. If a separate university is formed without adequate planning and resources, it risks becoming another monopolistic institution.
The crisis is symptomatic of broader issues in the higher education system. Instead of engaging in temporary fixes, policymakers must develop a long-term strategy that prioritises quality education over institutional prestige. A key measure to resolve this crisis is revoking the affiliation of the seven colleges with the University of Dhaka and strengthening the National University. These colleges should be placed back under the National University with a structured reform plan to improve academic standards. Establishing a separate university without proper groundwork could create new governance challenges, further fragmenting the education system rather than improving it. A well-managed National University can provide a more stable and sustainable academic environment for these colleges.
Another crucial step is to establish an independent commission composed of education experts who are free from political influence. This neutral body should assess the structural and academic needs of the colleges and propose effective reforms to ensure their long-term development. Without an unbiased evaluation, any policy changes may remain superficial and fail to address the root causes of the crisis.
Administrative inefficiencies have also played a significant role in exacerbating the crisis. Both the University of Dhaka and the National University require substantial restructuring to enhance efficiency in academic services, examination management and teacher recruitment. Ensuring timely academic calendars, transparent grading systems and proper faculty distribution is essential for maintaining the credibility of higher education institutions.
Additionally, it is imperative to end the political exploitation of students. Student movements should focus on genuine educational demands rather than being manipulated for political gains. Political parties must refrain from using educational institutions as battlegrounds for their rivalries. Ensuring a politically neutral academic environment will help students concentrate on their studies rather than being drawn into unnecessary conflicts.
Finally, the value of the seven colleges must be recognised within the national education system. Instead of being treated as a marginalised academic group, students from these institutions should be integrated into the broader higher education framework with equal opportunities for academic and career advancement. A more inclusive approach would help bridge the divide between Dhaka University students and those from the seven colleges, fostering a sense of unity rather than division.
By implementing the measures, Bangladesh can move towards a more stable, inclusive, and effective higher education system. Addressing the crisis at its core will not only resolve the current conflict but also pave the way for long-term educational reforms that benefit future generations. The tale of the University of Dhaka and the seven colleges is not just about an affiliation crisis. It is about the larger struggle for an inclusive and equitable education system in Bangladesh.
If policymakers fail to recognise the deep-rooted structural flaws in higher education governance, the cycle of conflict will continue, leaving generations of students in uncertainty. As Kazi Nazrul Islam wisely observed, 鈥楢 structure built on a rotten foundation will collapse every time unless the foundation itself is completely uprooted and rebuilt anew.鈥� The time has come for Bangladesh to uproot the flawed policies and build a system that prioritises knowledge, integrity and progress over institutional rivalry.
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Mohammad Jashim Uddin is an associate professor of English at the Northern University Bangladesh.
