Recent changes in university teacher recruitment policies in Bangladesh have sparked debate. The shift away from considering early academic performance, such as SSC and HSC results, in favor of postgraduate research and publications raises concerns about meritocracy and teaching quality. Critics argue that disregarding foundational academic achievements may open the door to favoritism and weaken the overall standard of educators. A balanced approach is needed to ensure fairness while upholding academic excellence.
Recent changes in university teacher recruitment policies in Bangladesh have sparked debate. The shift away from considering early academic performance, such as SSC and HSC results, in favor of postgraduate research and publications raises concerns about meritocracy and teaching quality. Critics argue that disregarding foundational academic achievements may open the door to favoritism and weaken the overall standard of educators. A balanced approach is needed to ensure fairness while upholding academic excellence.
