Nepotism and irregularities in university teacher recruitment-particularly in public universities in Bangladesh-have long been a matter of serious concern. Various reports and allegations suggest that, in many cases, political affiliation, personal connections, and even financial inducements are given preference over academic merit and professional competence. Such practices not only undermine the integrity of higher education but also erode public trust in our institutions. When deserving candidates are overlooked, the long-term consequences are borne by students and, ultimately, by the nation.
In our country, there is a widespread perception that bribery and favoritism influence teacher recruitment. Students who maintain close relationships with certain faculty members or engage in lobbying often appear to enjoy an advantage in the selection process. This culture of patronage discourages talented and hardworking graduates from pursuing academic careers. It weakens the foundation of fair competition and creates frustration among qualified candidates. If recruitment decisions are shaped by personal bias rather than transparent and objective evaluation, the overall standard of teaching and research inevitably declines.
At present, the University Grants Commission of Bangladesh (UGC) sets minimum CGPA requirements for appointing university teachers. Science and Business Studies graduates must obtain at least 3.50 out of 4.00, while Arts, Humanities, and Fine Arts graduates require 3.25. This differential requirement raises questions of equity and fairness. A unified minimum CGPA-such as 3.30 for all disciplines-could reduce perceived discrimination and ensure a more consistent benchmark.
Furthermore, significant variations exist among universities in curriculum design, assessment systems, and mark distribution. Some institutions allocate 40 per cent of marks to continuous assessment-covering assignments, presentations, attendance, midterms, quizzes, and lab performance-while others rely primarily on final examinations. The difficulty level of question papers and the frequency of viva voce examinations also differ widely. Since viva assessments may sometimes be influenced by subjective judgment, relying solely on CGPA may not accurately measure a candidate's true merit and potential.
To address these concerns, the UGC should introduce a standardised recruitment examination comprising both MCQ and written components, along with a structured and transparent viva process. Digital publication of results and clear evaluation criteria would further strengthen accountability. A transparent, merit-based recruitment system is essential to ensure credibility, academic excellence and quality higher education for future generations.
Abu Saleh
Department of Marketing
Jagannath University, Dhaka
