







































 
 

  
 
  

EDUCATIO : Journal Of Education 
Volume 9 , Number 1, May 2024 

 ISSN : 2579-8383 (Print) ISSN : 2579-8405 (Online) 

 

  

Higher Education in Sylhet Division of Bangladesh: Performance 

of Private Universities 
 

Md. Jahangir Alam 

Department of Business Administration, Leading University, Ragibnagar, South Surma, Sylhet-

3112 

takinduyo@uj.ac.za   

 

Accepted: 
Jan 14th 2024 

Reviewed: 
April 18th 2024 

Published: 
May 28th 2024 

 

Abstract  
Higher education in Bangladesh has its roots in the British colonial period, and since the country's 
liberation in 1971, the government has placed significant emphasis on developing the education 
sector. This study aims to identify the structure, acts, laws, and commissions governing higher 
education in Bangladesh, with a particular focus on the Sylhet division. The study also assesses the 
performance of private universities within this division. Secondary data were gathered from 
various articles, websites, and relevant documents, while specific information regarding Leading 
University was obtained from the office of the Controller of Examinations. Descriptive statistics 
were employed to analyze the data. The findings indicate that the higher education sector in 
Bangladesh has undergone significant transformation, particularly following the implementation 
of the Private University Act of 1992. Among the 158 universities nationwide, only 10 are located 
in the Sylhet division, and among the 114 medical colleges, only 7 are situated in this region. Within 
Sylhet's four districts, the Sylhet district houses the majority of higher education institutions, while 
the Moulvibazar district has the fewest. The private universities in the Sylhet division have shown 
strong performance in terms of infrastructure, physical facilities, and teacher-student ratios, with 
Leading University identified as the top performer. However, this study primarily focuses on the 
opportunities available in higher education in the Sylhet division, and does not assess the quality 
of education. Future research could explore this aspect further. 
  

Keywords: Higher Education, Performance, Private Universities, Regulations, Structure, Sylhet Division 

 

 By Authors 
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International 
License. 

 

Introduction 

Higher Education (HE), also known as tertiary education, encompasses the full range of 

post-secondary education pursued after the completion of 12 years of schooling 1. The history of 

 
1 Mahfuzul Hoque Chowdhury, Mir Mohammed Nurul Absar, and Syed Manzur Quader, “Challenges and 

Developments in the Higher Education System of Bangladesh,” Global Education Systems (Springer Singapore, 2020), 
http://dx.doi.org/10.1007/978-981-13-3309-5_57-1; M. Amin Abdullah, “Islamic Studies in Higher Education in 
Indonesia: Challenges, Impact and Prospects for the World Community,” Al-Jami’ah (2017); Shoukot Ali et al., 

mailto:takinduyo@uj.ac.za
http://creativecommons.org/licenses/by-sa/4.0/
http://creativecommons.org/licenses/by-sa/4.0/


 
 

  
 
  

Volume 9, Number 1,  May 2024| 28 

 

  

HE in the Bengal region dates back to the mid-19th century, with the establishment of Calcutta 

University and several degree-awarding colleges, such as Dhaka College, Chittagong College, Eden 

Girls' College, Rajshahi College, Murari Chand College, and Comilla Victoria College, aimed at 

providing equitable access to higher education for students in East Bengal. In 1921, the British 

Government established the University of Dhaka, which later played a central role in higher 

education in East Pakistan following the partition of British India in 1947. Subsequently, five more 

universities were established before Bangladesh's independence in 1971: Rajshahi University 

(1953), Bangladesh Agricultural University (1961), Bangladesh University of Engineering and 

Technology (1962), Chittagong University (1966), and Jahangirnagar University (1970) 2. 

Historically, higher education in Bangladesh was considered a luxury in a society marked 

by widespread illiteracy 3. However, after the country's liberation in 1971, the education sector was 

identified as a top priority by the government 4. Article 17 of the Constitution of Bangladesh 

declared education a fundamental right for all citizens. Since then, the government has endeavored 

to use education as a tool for national development by initiating and implementing various 

education commissions and policies to address contemporary educational challenges 5. 

In line with recommendations from these commissions and policies, the government 

permitted the establishment of private educational institutions alongside public ones, leading to 

the creation of 107 private universities in the last three decades 6. The rapid expansion of 

universities in Bangladesh, in terms of both size and infrastructure, has been largely driven by 

government investments 7. Despite this growth, the current level of budgetary allocation for the 

education sector remains insufficient, and allocations have been inconsistent (Rahman et al., 2016). 

Furthermore, there is a consensus among academics, education researchers, policymakers, and 

other stakeholders that the quality of higher education in Bangladesh is facing significant challenges 

and has been steadily deteriorating 8. 

To address these concerns and ensure the quality of higher education, the government 

introduced the Private University Act in the early 1990s, which allowed for the establishment of 

 
“Pursuing Higher Education: Adaptation Challenges and Coping Strategies of Rural Students at Urban Universities in 
Bangladesh,” Tertiary Education and Management 27, no. 2 (2021): 91–106, http://dx.doi.org/10.1007/s11233-021-
09067-3. 

2 Chowdhury, Absar, and Quader, “Challenges and Developments in the Higher Education System of 
Bangladesh.” 

3 Mobasser Monem and Hasan Muhammad Baniamin, “Higher Education in Bangladesh: Status, Issues and 
Prospects,” Pakistan Journal of Social Sciences 30, no. 2 (2010): 293–305. 

4 Iqbal Ahmed Chowdhury et al., “Internal Migration and Socio-Economic Status of Migrants: A Study in 
Sylhet City, Bangladesh,” American Journal of Human Ecology 1, no. 4 (2012): 123–133. 

5 Md MUHIBBULLAH, Abdullah Al MAMUN, and Rafia AFROZ, “Quality of Higher Education: Improving 
the Well-Being through Humanizing Digital Entrepreneurship Program,” The Journal of Asian Finance, Economics and 
Business 8, no. 2 (2021): 1201–1213; Mustari Bosra, “The Contribution of Local Muslim Scholars to the Development 
of Indonesia’s Education,” Society (2022); Ali et al., “Pursuing Higher Education: Adaptation Challenges and Coping 
Strategies of Rural Students at Urban Universities in Bangladesh.” 

6  et al., “Assessing Students’ Satisfaction in Public Universities in Bangladesh: An Empirical Study,” The Journal 
of Asian Finance, Economics and Business 7, no. 8 (2020): 323–332, http://dx.doi.org/10.13106/jafeb.2020.vol7.no8.323. 

7 Chowdhury et al., “Internal Migration and Socio-Economic Status of Migrants: A Study in Sylhet City, 
Bangladesh.” 

8 Ali et al., “Pursuing Higher Education: Adaptation Challenges and Coping Strategies of Rural Students at 
Urban Universities in Bangladesh.” 



 
 

  
 
  

Volume 9, Number 1,  May 2024| 29 

 

  

private universities 9. In the Sylhet division, the Leading University was established by the 

renowned philanthropist Danobir Dr. Syed Ragib as the first private university in the region. Sylhet 

division, located in the northeastern corner of Bangladesh, comprises four districts—Sylhet, 

Habiganj, Moulvibazar, and Sunamganj—covering a total area of approximately 12,596 square 

kilometers and home to about nine million people. The division accounts for 8.5% of Bangladesh's 

total land area and 6.4% of its population. While 23% of the national population resides in urban 

areas, the figure is only 12.5% in Sylhet. Educationally, Sylhet is the lowest-performing division, 

with a literacy rate of 40.7% for individuals aged 7 years and older, compared to the national 

average of 48.5%. Adult literacy in Sylhet stands at 44.4%, below the national average of 52.1%, 

and other educational indicators also show that Sylhet lags behind the rest of the country 10. 

Given this context, the present study aims to identify the structure, acts, laws, 

commissions, and investment trends in higher education in Bangladesh; to compare higher 

education opportunities in the Sylhet division with the national landscape; and to assess the 

performance of private universities in Sylhet. This descriptive study utilizes secondary data from 

the websites of the Ministry of Education, the Ministry of Law and Justice, the Ministry of Finance, 

and the University Grants Commission (UGC), as well as reports from the Bangladesh Bureau of 

Educational Information and Statistics (BANBEIS). Data specific to private universities in Sylhet 

were collected in a structured format and analyzed using descriptive statistics. The study is 

organized into five sections: the structure of higher education in Bangladesh, relevant acts, laws, 

and commissions, investment trends in higher education, the state of higher education in the Sylhet 

division, and an assessment of the performance of Leading University in Sylhet. These findings 

are discussed in detail in the following sections. 

 

Method 

The present study employed a descriptive research design to explore the structure, 

regulations, investment trends, and performance of higher education (HE) institutions, with a 

particular focus on private universities in the Sylhet division of Bangladesh. The study utilized 

secondary data sources to achieve its objectives, relying on a comprehensive review of relevant 

documents, reports, and online content. 

 

Data Collection 

Secondary data were collected from various authoritative sources to ensure the accuracy and 

reliability of the findings. The following data sources were utilized: 

1. Higher Education Structure, Acts, and Laws: Information regarding the structure, acts, 

laws, and commissions related to higher education in Bangladesh was obtained from the 

official websites of the Ministry of Education and the Ministry of Law and Justice, 

 
9 Gazi Mahabubul Alam and Morsheda Parvin, “Quality of HE in Private Universities of Bangladesh: The 

Four Fundamental Perspectives,” International Journal of Higher Education 6, no. 4 (2017): 38, 
http://dx.doi.org/10.5430/ijhe.v6n4p38. 

10 Education Watch, 2009-2010 



 
 

  
 
  

Volume 9, Number 1,  May 2024| 30 

 

  

Bangladesh. These sources provided insights into the regulatory framework governing 

higher education in the country. 

2. Investment Trends in Higher Education: Data on investments in higher education were 

sourced from the Ministry of Finance’s website and the annual reports of the University 

Grants Commission (UGC). These documents provided detailed information on budget 

allocations, financial trends, and investment priorities in the higher education sector. 

3. Higher Education Scenario in Sylhet Division: To explore the state of higher education in 

the Sylhet division, data were gathered from the Ministry of Education’s website, the 

UGC’s website, and various reports published by the Bangladesh Bureau of Educational 

Information and Statistics (BANBEIS). These sources offered a comprehensive overview 

of the availability and distribution of educational institutions in the Sylhet division. 

4. Performance of Private Universities in Sylhet Division: Specific information regarding the 

performance of private universities in Sylhet was collected through structured data requests 

from the universities themselves, as well as from the Annual Report of UGC, 2019. The 

data collected included metrics related to infrastructure, physical facilities, teacher-student 

ratios, and other relevant performance indicators. 

 

Data Analysis 

The collected data were systematically organized and analyzed using descriptive statistics. 

Tabular and graphical methods were employed to present the data clearly and effectively. The 

analysis focused on identifying patterns, trends, and disparities in higher education within the 

Sylhet division compared to the national context. The performance of private universities was 

assessed by comparing key indicators across institutions within the division. 

 

Data Interpretation 

The interpretation of the data was conducted using the author’s personal judgment, 

informed by the existing literature and the context of higher education in Bangladesh. The study’s 

findings were presented in a structured format, with the discussion divided into five sections: the 

structure of higher education in Bangladesh, relevant acts, laws, and commissions, investment 

trends in higher education, the state of higher education in the Sylhet division, and the performance 

of Leading University in Sylhet. 

The methodological approach adopted in this study allowed for a comprehensive assessment 

of the higher education landscape in the Sylhet division, providing valuable insights into the 

performance of private universities in the region. The findings are intended to inform 

policymakers, educators, and stakeholders about the current state of higher education and the 

opportunities and challenges faced by institutions in this area. 

 

 

 

 

Research Results and Discussion 



 
 

  
 
  

Volume 9, Number 1,  May 2024| 31 

 

  

Higher Education Structure in Bangladesh 

Bangladesh's higher education system is modeled after the British education system but has 

undergone several modifications through various government initiatives and committees formed 

post-independence. The education system is structured into three phases: primary, secondary, and 

higher education, with higher education commencing after the completion of higher secondary or 

equivalent qualifications. The structure of tertiary education in Bangladesh is depicted in Figure 1. 

Figure 1: Structure of Tertiary Education in Bangladesh 

Ministry of 

Education
Other Ministries

Secondary and Higher 

EducationDivision

UGC

Technical and 

Madrasha 

Education 

Division

Madrasha 

Education
Technical 

Division

Fazil

Kamil

National  

University

Specialized  

University

Medical  

University

Islamic  

University

Agricultural  

University

Technological  

University

General  

University

Honors

Masters

M. Phil

Ph D

Bachelor 

(Pass)

Bachelor 

(Honors)

Masters

Dental College

Nursing College

Homeopathic 

College

Medical 

College

Veterinary 

College

Engineering College

Marine Academy

Agricultural College

Textile College

Law College

Forest Institute Art College

 
 

Source: Author, based on the information of the Ministry of Education 

The figure illustrates that the Ministry of Education manages tertiary education through the 

Secondary and Higher Education Division (SHED) and the Technical and Madrasah Education 

Division (TMED). SHED administers general universities through the University Grants 

Commission (UGC), which oversees institutions offering degrees in fields such as technology, 

agriculture, medicine, and specialized areas. The National University, another key player, offers 

Bachelor's (Pass), Bachelor's (Honors), and Master's degrees through affiliated government and 

private colleges. TMED, on the other hand, supervises various professional and technical 

education institutions, including medical, dental, engineering, and veterinary colleges, in 

collaboration with other relevant ministries. 

 

Higher Education Commissions and Regulations in Bangladesh 

Under Article 17 of the Constitution of Bangladesh, education is recognized as a 

fundamental right. This article mandates the state to provide free and compulsory education to all 

children, establish a mass-oriented education system, and eradicate illiteracy. To ensure quality and 

access to higher education, the government has introduced several Acts, Laws, and Commissions. 

The Bangladesh Ordinance (Adaptation of Universities) of 1972 marked the first significant 



 
 

  
 
  

Volume 9, Number 1,  May 2024| 32 

 

  

legislative effort to restructure higher education, followed by the establishment of the University 

Grants Commission (UGC) in 1973 through the University Grants Commission Act. The UGC 

was tasked with assessing educational needs, developing university plans, determining financial 

requirements, and overseeing university programs. 

The Private University Act of 1992, later replaced by the Private University Act of 2010, 

opened new avenues for private higher education institutions to meet the growing demand for 

education. Additionally, the Bangladesh Accreditation Council Act of 2017 was enacted to ensure 

quality assurance in higher education by accrediting public and private institutions and their 

academic programs. The Strategic Plan for Higher Education in Bangladesh (2018-2030) was 

introduced to align the nation's higher education goals with the Sustainable Development Goals 

(SDGs). 

 

Government Expenditure on Education in Bangladesh 

Since its independence, Bangladesh has consistently prioritized the education sector, with 

notable budgetary allocations for its development. The World Education Forum 2015, held in 

Incheon, Korea, called for increased public spending on education globally, setting an agenda for 

2030. Table 1 summarizes the government's expenditure on education in Bangladesh over recent 

years. 

Table 1: Education Expenditure in Bangladesh 

Financial 
Year 

National 
Budget (in 
Crore TK) 

Education 
Budget (in 
Crore TK) 

Education 
Budget to 
National 

Budget (%) 

University 
Budget (in 
Crore TK) 

University 
Budget to 
Education 
Budget (%) 

University 
Budget to 
National 

Budget (%) 

2009-
2010 

110524.23 11566.46 10.46 860.46 7.44% 0.78% 

2010-
2011 

130012.13 13399.44 10.30 1102.24 8.22% 0.84% 

2011-
2012 

161212.93 18378.58 11.40 1192.47 6.48% 0.73% 

2012-
2013 

189325.70 21016.27 11.10 1248.57 5.94% 0.65% 

2013-
2014 

216221.95 26339.70 12.18 1559.64 5.92% 0.72% 

2014-
2015 

239667.73 28628.04 11.94 1760.89 6.15% 0.73% 

2015-
2016 

264564.67 37114.60 14.02 2480.07 6.68% 0.94% 

2016-
2017 

317171.15 39507.82 12.45 3172.17 8.03% 1.00% 

2017-
2018 

371495.34 41623.60 11.20 3535.87 8.49% 0.95% 

2018-
2019 

442541.31 46389.48 10.48 4054.49 8.74% 0.92% 

Source: Annual Report UGC-2019 (2020) 

The table 1 shows a consistent increase in the education budget, though the percentage 

allocation relative to the national budget varies annually. The university budget as a percentage of 

the national budget has shown a slight decline in recent years, emphasizing the need for more 

consistent and targeted investment in higher education. 



 
 

  
 
  

Volume 9, Number 1,  May 2024| 33 

 

  

 

The Scenario of Higher Education in Sylhet Division 

The Sylhet division has a rich history in higher education, with the establishment of Murari 

Chand (MC) College in 1892, which played a pioneering role in the region. The development of 

higher education in Sylhet continued with the establishment of Shahjalal University of Science and 

Technology (SUST) in 1986, the first public university in the region. Over time, several private 

universities have also been established under the Private University Act, 1992, contributing to the 

educational landscape of Sylhet. Table 2 provides an overview of the universities in Sylhet division. 

 

Table 2: Universities in Sylhet Division 

Name of the University District Type Year of Establishment 

Shahjalal University of Science & Technology Sylhet Public 1986 
Leading University Sylhet Private 2001 
Sylhet International University Sylhet Private 2001 
Metropolitan University Sylhet Private 2003 
Sylhet Agricultural University Sylhet Public 2006 
North East University Bangladesh Sylhet Private 2012 
Sylhet Medical University Sylhet Public 2018 
Habiganj Agricultural University Habiganj Public 2020 
Sunamganj Science and Technology University Sunamganj Public 2020 
R.T.M Al-Kobir Technical University Sylhet Private 2020 

Source: UGC, 2021 

Sylhet division hosts a total of 10 universities, with the majority concentrated in Sylhet 

district. Notably, the division lacks representation in Moulvibazar district, reflecting a geographic 

disparity in higher education access. Despite having a historical foundation in education, the Sylhet 

division's share of higher education institutions remains low relative to its population. 

 

Performance of Private Universities in Sylhet 

The performance of private universities in Sylhet is evaluated based on several criteria, 

including physical and academic infrastructure, faculty and student ratios, research output, and 

financial sustainability. Table 7 provides a summary of the physical and academic infrastructure of 

these universities. 

Table 7: Physical & Academic Infrastructure 

Particulars (In 
2019) 

Leading 
University (LU) 

Sylhet International 
University (SIU) 

Metropolitan 
University (MU) 

North East 
University 
(NEUB) 

Land area (In 
Acres) 

6.25 2.01 7.4091 3.4773 

Campus Full operation in 
own campus 

Operation in own campus 
but with legal issues 

Partially operated in 
own campus 

Operated in 
rented campus 

Faculty 
(Schools) 

4 4 4 4 

Departments 10 5 6 8 
Programs 15 16 15 18 
Shahid Minar Yes No No No 

Source: University Grants Commission Annual Report- 2019 (2020) 



 
 

  
 
  

Volume 9, Number 1,  May 2024| 34 

 

  

 

Leading University (LU) stands out with robust physical and academic infrastructure, full 

campus operation, and a diverse range of programs. In comparison, other universities face 

challenges, such as partial campus operation and fewer departments. 

 

Faculty and Student Information 

Table 8: Teachers-Students Related Information 

Particulars (In 
2019) 

Leading 
University (LU) 

Sylhet International 
University (SIU) 

Metropolitan 
University (MU) 

North East 
University (NEUB) 

Number of Full-
time Teachers 

109 39 99 41 

Part-time Teachers 32 5 10 20 
Total Teachers 141 44 109 61 
Number of PhD 
Holders 

11 5 14 7 

Number of 
Professors 

12 7 10 8 

Teacher-Student 
Ratio 

1:24 1:20 1:28 1:17 

Total Students 3400 890 1863 1065 
Female Students 1311 226 837 377 

Source: University Grants Commission Annual Report- 2019 (2020) 

 

Leading University (LU) again leads with the highest number of full-time faculty, students, 

and a balanced teacher-student ratio, making it the most favorable environment for academic 

success. 

 

Research and Library Resources 

Table 9: Research and Library 

Particulars (In 2019) Leading 
University (LU) 

Sylhet International 
University (SIU) 

Metropolitan 
University (MU) 

North East 
University (NEUB) 

Total Expenditure 
on Research 

1034460.00 2062680.00 3142322.00 420897.00 

Number of 
Research Projects 

8 - 2 - 

Peer-reviewed 
Articles 

33 - 39 1 

Total Library 
Collection 

15908 7039 8781 2522 

Collection Added in 
2019 

639 - 134 2 

E-Library and 
Journal Access 

Yes Not found Not found Not found 

Source: University Grants Commission Annual Report- 2019 (2020) 

 

Although LU's research expenditure is lower than other universities, its productivity in terms 

of research projects and publications, along with superior library resources, positions it as a leader 

in fostering an academic environment conducive to research. 

 



 
 

  
 
  

Volume 9, Number 1,  May 2024| 35 

 

  

Revenue and Expenditure 

Table 12: Revenue and Expenditure 

Particulars (In 2019) Leading 
University (LU) 

Sylhet International 
University (SIU) 

Metropolitan 
University (MU) 

North East 
University (NEUB) 

Annual Revenue (In 
Lacs TK) 

3239.92 621.82 2116.61 558.86 

Annual Expenditure 
(In Lacs TK) 

3204.80 842.20 2782.24 565.60 

Expense Per Student 
(In TK) 

80417.00 55759.00 75984.00 44707.87 

Financial Statement 
Submitted 

Yes No Yes No 

Source: University Grants Commission Annual Report- 2019 (2020) 

 

LU demonstrates strong financial management, with a high expense per student and timely 

submission of financial statements to the UGC, indicating its operational transparency and 

sustainability. 

 

Discussion 

Higher education (HE) in Bangladesh operates within a multifaceted framework, 

characterized by three primary streams: the general education system, which encompasses pure 

and applied sciences, arts, business, and social sciences; the Madrasha education system; and the 

technological education system, which includes specialized disciplines such as agriculture, 

engineering, medicine, textile, and information and communication technology (ICT) (MoE, 

2021). This structure mirrors the broader South Asian context, where HE is similarly governed by 

institutions such as University Grants Commissions (UGC) or Higher Education Commissions 

(HEC) that work in tandem with relevant governmental ministries 11. 

The regulatory framework for HE in Bangladesh is anchored in several pivotal legal 

instruments, most notably the University Grants Commission Act of 1973, which was established 

by the President’s Order (P.O.) No. 10 of 1973. This act laid the foundation for modern HE 

governance in Bangladesh, ensuring a structured approach to university education. Subsequent 

developments, such as the Private University Act of 1992, marked a significant expansion of the 

HE landscape by allowing the establishment of private universities. The Private University Act of 

2010 further refined this framework by introducing stricter regulations and guidelines for private 

institutions, reflecting the government’s commitment to maintaining educational standards across 

all sectors. 

Comparatively, the evolution of HE in other South Asian countries reveals both similarities 

and divergences. For instance, Afghanistan’s HE system is regulated by the Ministry of Higher 

Education, which oversees the operations of both public and private Higher Education Institutes 

(HEIs) under the National Higher Education Strategic Plans (NHESP I and NHESP II) (Couch, 

2018). In India, the University Grants Commission Act of 1956 continues to serve as the 

 
11 Padma M Sarangapani and Rekha Pappu, “Education Systems in South Asia,” Global Education Systems 

(Springer Singapore, 2021), http://dx.doi.org/10.1007/978-981-15-0032-9_77. 



 
 

  
 
  

Volume 9, Number 1,  May 2024| 36 

 

  

foundational legal framework, supplemented by state-specific acts for private universities and the 

Higher Education and Research (HE&R) Bill of 2011. Similarly, Nepal’s HE is governed by the 

University Grants Commission Act of 2013, while Pakistan’s system operates under the Higher 

Education Commission Ordinance of 2002. Sri Lanka’s Universities Act No. 16 of 1978 plays a 

comparable role in regulating its HE sector. These frameworks underscore the region's shared 

emphasis on structured governance and quality assurance in HE. 

Government expenditure on education in Bangladesh, while substantial, remains 

inconsistent year-to-year, with allocations fluctuating in response to broader economic conditions. 

Currently, Bangladesh allocates approximately 1.33% of its GDP to the education sector, which is 

relatively low compared to other South Asian nations (Sarangapani & Pappu, 2021). For instance, 

Bhutan allocates the highest percentage of its government expenditure to education (23%), 

followed by Afghanistan (16%), and Pakistan (15%), while Bangladesh's expenditure is around 

15%. Notably, the allocation of funds within Bangladesh's education sector skews heavily toward 

current expenditures, particularly staff salaries, which account for 73% of the total education 

budget. Capital expenditures, which are critical for infrastructure development and long-term 

sustainability, receive only 14% of the budget 12. 

The disparities in funding and enrollment rates further illustrate the challenges facing 

Bangladesh’s HE sector. With only 13.44% of eligible students enrolling in tertiary education, 

Bangladesh lags behind India, where the enrollment rate is 23.89%, and the regional average of 

34.4% 13. This discrepancy highlights the need for targeted investments in HE, particularly in 

regions like Sylhet, where educational infrastructure and access remain inadequate. 

The Sylhet division, home to approximately 6.67% of Bangladesh’s population, is served by 

a disproportionately small number of HE institutions. Despite the region's rich educational history, 

it hosts only 6.32% of the nation’s universities (10 out of 158), 6.14% of medical colleges (7 out 

of 114), 5.12% of National University-affiliated colleges (85 out of 1660), and 3.87% of tertiary-

level Madrasas (52 out of 1343). This underrepresentation is further compounded by Sylhet’s low 

literacy rates—40.7% for individuals aged 7 and above, compared to the national average of 48.5%, 

and 44.4% for adult literacy, versus the national average of 52.1% 14. 

Several studies have examined the challenges facing HE in the Sylhet division. Rahman and 

Chowdhury 15 identified significant skills gaps among graduates, while Latif and Malakar 16 

highlighted inefficiencies in the education system, noting that many programs offered by 

universities in Sylhet fail to equip students with the skills needed for the job market. Khaled and 

Rejaul (2018) similarly pointed out that the quality of HE in Sylhet does not meet global standards, 

further exacerbating the region's educational challenges. 

 
12 Carolina Bloch, “Social Spending in South Asia-an Overview of Government Expenditure on Health, 

Education and Social Assistance” (2020). 
13 Sarangapani and Pappu, “Education Systems in South Asia.” 
14 Education Watch, 2009-2010 
15 Mohammad Mizenur Rahaman and Mosaddak Ahmed Chowdhury, “Bridging the Gap between Educational 

Needs for Development and Current Education Systems in Sylhet.,” Journal of Education and Practice 7, no. 14 (2016): 
156–167. 

16 Abdul Latif, Shuvo Malakar, and Dwarak Krisna Das, “Wastage in Higher Education in Developing Country: 
A Comparative Study on Selected Graduates of Private and Public Universities of Sylhet, Bangladesh” (n.d.). 



 
 

  
 
  

Volume 9, Number 1,  May 2024| 37 

 

  

In terms of regulatory compliance, private universities in Sylhet generally meet the basic 

requirements outlined in the Private University Act of 2010, such as having a minimum land area 

of 25,000 square feet and at least 2 acres of land for permanent certification. However, issues 

remain, such as delayed shifts to permanent campuses and inconsistencies in departmental 

offerings. For instance, while all universities in Sylhet operate under four faculties, one institution 

offers only five departments, falling short of the act's stipulations. Furthermore, not all universities 

have complied with the requirement to submit financial statements to the UGC, raising concerns 

about transparency and accountability. 

Among the private universities in Sylhet, Leading University stands out as the top performer. 

It excels in several key areas, including student enrollment, graduation rates, faculty qualifications, 

and the provision of academic facilities and student support services. The university has also made 

significant strides in internationalization, enhancing its academic reputation and positioning itself 

as a leader in the region’s HE sector. 

 

Managerial Implications of the Study 

This study has several important managerial implications. First, it provides a comprehensive 

overview of the regulatory framework governing HE in Bangladesh, offering insights that can be 

used to benchmark against global standards. This comparison can help policymakers identify areas 

where further reforms are needed to align Bangladesh's HE sector with international best practices. 

Second, the analysis of government expenditure on education highlights the need for more 

consistent and targeted investments in HE, particularly in regions like Sylhet that have been 

historically underfunded. The findings suggest that reallocating resources to enhance capital 

expenditures, such as infrastructure development, could significantly improve educational 

outcomes. 

Third, the study's examination of HE opportunities in the Sylhet division provides valuable 

insights for policymakers and educational planners. By comparing the availability of educational 

institutions in Sylhet with national averages, the study identifies key gaps that need to be addressed 

to ensure equitable access to quality education across all regions. 

Finally, the performance evaluation of private universities in Sylhet, particularly Leading 

University, offers a model of best practices that other institutions can emulate. The success of 

Leading University in areas such as faculty development, student support, and academic 

infrastructure demonstrates the potential for private institutions to play a leading role in improving 

HE in Bangladesh. These findings can be used by university administrators to promote their 

institutions and attract more students, faculty, and funding, further contributing to the 

development of the HE sector in Sylhet and beyond. 

 

Conclusion 

Education is universally acknowledged by researchers, policymakers, donors, and 

development practitioners as the cornerstone of sustainable development. Historically, Bangladesh 

faced significant challenges in the development of its educational institutions, particularly in the 

higher education (HE) sector, which was largely neglected. However, following the country's 



 
 

  
 
  

Volume 9, Number 1,  May 2024| 38 

 

  

liberation in 1971, education was identified as a critical sector for national reformation and 

development. This recognition led to the establishment of various Acts, regulations, and education 

commissions, with successive governments implementing the recommendations from these 

reports. 

The HE sector in Bangladesh began to gain significant traction in the early 1990s, particularly 

with the enactment of the Private University Act of 1992. This momentum was further accelerated 

by the Private University Act of 2010, which catalyzed the growth of HE across the country. 

Government investments in the HE sector have been steadily increasing, reflecting the country's 

commitment to enhancing educational outcomes. Today, Bangladesh boasts 158 universities and 

numerous other HE institutions, all contributing to the nation's educational progress. However, 

the geographic distribution of these institutions remains uneven, presenting a challenge to 

equitable access to education. To achieve sustainable development, it is imperative that the 

government addresses these disparities. 

In the Sylhet division, there are currently only 10 universities, with Leading University 

emerging as a standout performer. Despite its relatively recent establishment, Leading University 

has gained national and international recognition for its academic achievements. However, the 

present study focuses primarily on the HE sector in the Sylhet division, leaving several critical 

areas unexplored. While the study provides insights into government investments in education, it 

does not specify the allocation of these investments within the Sylhet division. Additionally, while 

the performance of private universities in Sylhet is assessed based on metrics such as the number 

of graduates and academic facilities, the study does not evaluate the quality of education provided 

by these institutions. Furthermore, the performance of other universities in the region remains 

unexamined. 

Given these limitations, future research should aim to provide a more comprehensive 

overview of the entire education sector in the Sylhet division, including detailed analysis of 

government allocations to the region. Comparative studies could be conducted to evaluate the 

performance of Sylhet's education sector relative to other divisions in Bangladesh. Additionally, 

the quality of education at Leading University warrants further investigation, along with the 

performance of other HE institutions in the division. Future studies could explore and compare 

the effectiveness of private versus public institutions in generating graduates, thereby offering a 

more nuanced understanding of the HE landscape in Sylhet. 

This approach will not only shed light on the specific challenges and opportunities within the 

Sylhet division but also contribute to the broader discourse on educational equity and quality in 

Bangladesh. 

 

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