Dated: 19 January 2024
Dear Editor
Dhaka Opinion Magazine
Dhaka
I am writing to highlight a significant concern in the realm of higher education in Bangladesh, specifically regarding the lack of research skills among students. Despite the substantial growth in the number of educational institutions, both public and private, and enrolment rates, there remains a glaring gap in research capabilities. This issue is multifaceted, stemming from a variety of reasons including, but not limited to, inadequate infrastructure, limited access to resources, and a curriculum that heavily focuses on theoretical knowledge while neglecting practical, research-oriented learning in the universities of Bangladesh.
The scarcity of trained and experienced faculty in research methodologies further exacerbates this problem in Bangladesh. Many educators in the higher education system lack exposure to advanced research techniques and international standards, which in turn affects their ability to impart these essential skills to students, though the number of educators with advanced research capabilities has recently been increasing. This deficiency not only hinders the academic development of students but also impacts their competitiveness and effectiveness in the global arena in terms of research and other related fields. As a result, Bangladeshi graduates often find themselves at a disadvantaged position in both local and international job markets — where research and analytical skills are highly valued — though other causes also play crucial roles.
Moreover, the absence of a research-driven culture within our educational institutions is a significant contributor to this issue. There is a need for an environment that encourages critical thinking, innovation, and inquiry-based learning. The current system, with its encouragement for rote learning and emphasis on exam-oriented assessments, often fails to stimulate the intellectual curiosity and analytical thinking necessary for effective research in diverse areas. But the lack of emphasis on research within the curriculum and institutional culture results in graduates who are ill-prepared to tackle real-world challenges and contribute to advancements in their respective fields.
It is crucial to address the challenges. But a comprehensive approach is necessary. This includes revising the higher education curriculum to emphatically integrate research methodology and analytical skills training, investing in faculty development programs to enhance their research capabilities, and creating a more research-oriented academic culture. Additionally, partnerships with international universities and research institutions can provide exposure to global research standards and practices. By taking these steps, it is possible to ensure that graduates are not only well-versed in their respective fields but also equipped with important skills to contribute effectively to the nation’s development and compete on an international level.
Sincerely,
Md Maruf Hasan
PhD Candidate
Department of Usul al-Din and Comparative Religion
International Islamic University Malaysia
Kuala Lumpur, Malaysia
Email: marufenglish021@gmail.com
DISCLAIMER: The views/opinions expressed are those of the LTE authors and do not necessarily reflect the official policy or position of the Magazine or its editorial team.
