No abstract

University of Dhaka, Bangladesh was established in 1921. At the eve of centenary, the quality of education and standard of teaching-learning, research and extension, graduates' capability to get into the job market were the questions of a survey conducted by a self-assessment method in 73 Entity. After the survey, entities were prepared in reports measuring Strengths, Weaknesses, Opportunities and Threats (SWOT). The reports were evaluated by team of external peer reviewers. The suggestions were: to promote a continuous process of evaluation through self-assessment and monitoring to improve the quality of education, research and governance, review of existing academic programs, policies and practices; websites to be updated; teachers evaluation form and academic curriculum needed to be formulated. The self-assessment process was done through questionnaire survey. The respondents were faculty members, nonacademic staffs, students, alumni and employers. After the SWOT analysis, a post self-assessment improvement plan was prepared to overcome the challenges. To ensure quality education in the University of Dhaka, employability and entrepreneurship, pursuit of knowledge to meet the local and global needs require setting up the mission, vision, website updating, curriculum introduction, teachers' evaluation, formation alumni association and collaboration. To materialize all these adequate funding are required for development in the University of Dhaka.

The creative education system is introduced in different stream of Bangladesh education towards developing the ingenious capability of students. The study is an endeavour that tries to know the possibilities and difficulties in the creative education system at the secondary level in Bangladesh from the teachers’ and students’ perceptions. It is an exploratory type of research that used primary and secondary sources of information to look for the problems, underlying the system. To collect primary data, Ambarkhana Girls’ High School & College; and Osmani Medical High School of Sylhet Sadar have been chosen as the study area. From the second tier of the chosen institutions; 60 students and 20 teachers are selected using a systematic random sampling method. The social survey method has been implied in this research and data collected through face to face interview method; along with a few well responded and informed respondents’ in-depth interview. Collected data from the respondents are then analyzed through a mixed research approach. The study findings reveal that most of the students signify the system enjoyable to study, memorizing reduced for textbooks learning, and appearance in examination turned easier. While others find the system confusing, difficult to understand questions and answer in examination hall within limited time. Besides, the system reciprocally encourages students to enrol in coaching centres for a vague idea about question pattern; lack of linkage between book and exam questions; and also, to get good marks. Findings from teachers' evaluation depict that though they welcome the system they are not well prepared to assimilate the system because of inadequate training facilities, absence of inquisitive seeking awareness program, dependence on the readymade question paper, challenges exerted on them to give students attention and proper guidance. The study recommends introducing well-researched textbooks avoiding mistakes, improving integrative classroom learning, controlling coaching business, increasing training facilities for teachers, providing awareness programs to make effective the creative education system in a competitive world of education.