External Peer Review Report of the Self-Assessment of

Department of Craft University 20th August-22th August, 2016

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Annex 9 External Peer Review Report Format

Chapter 1 A review to consider existing provision and to identify areas of good practices and areas where the university could enhance its capabilities for the betterment of the students, staff, university and nation as a whole. The review was conducted over three days with the full support of the university management, staff, students, alumni and employers.The review provides a comprehensive snapshot of the provisions of the Department of Crafts, Dhaka University. We also want to mention that:  Additional analysis of the results of surveys would provide more understanding to the panel as to the root cause of the low ratings of some aspects of the university provision.  Future questionnaire design suggested to allow respondents to provide optional commentary to help to understand their responses  Areas of good practice identified during the visit which could have been indicated in the report.

Chapter 2 Establishment of in 1921. The University was established as compensation for the annulment of the 1905 Partition of Bengal. The partition had established and Assam as a separate province, with Dhaka as its capital. However, the partition was abolished in 1911. It was established in 1921 as the first university in East Bengal. Following demands from Nawab Sir Bahadur and others, Viceroy Lord Harding proposed on 2 February 1912, that a new university should be established in this partition of Bengal. In 1913, public opinion was solicited before the university scheme was given its final shape, and the Secretary of State approved it in December 1913. The first vice-chancellor of the university was Philip Joseph Hartog, who had been academic registrar of the University of London for 17 years. Established in 1921, under the Dacca University Act 1920 of the Indian Legislative Council, the university is modelled after British universities. Academic activities started on July 1, 1921, with three faculties: Arts, Science, and Law. Classes were taught in 12 Departments: Sanskrit and Bengali, English, Education, History, Arabic and Islamic Studies, Persian and , Philosophy, Economics and Politics, Physics, Chemistry, Mathematics, and Law. Initially there were three dormitories for students: Salimullah Muslim Hall, Dacca Hall and Jagannath Hall.

The university continued to grow under the direction of leaders including Harry Langley, A. F. Rahman, R. C. Majumdar, and Mahmud Hussain. Under Vice-Chancellor Hussain, the University consolidated its fundamental focus on academics. It also made national headlines when he extended an invitation to then-President of Pakistan, , who declined citing 'security reasons'. This was the first of many subsequent refusals from high-ranking officials to visit . Now Dhaka University continuing to development under the direction of present Vice-Chancellor Abu Ahsan Mohammad Shamsul Arefin Siddique (born October 23, 1953). He took oath from former president Prof. Iajuddin Ahmed as a VC on January 15, 2009. He is a professor of Department of Mass Communication and Journalism at the University of Dhaka.

Faculty of Fine Art was started in 1948 as a Government Institute of Arts, Johnson Road (old town). In the circumstances of 1947 May or June Muslims in government all over the India were given the option of going to Pakistan or remaining in India. All of the founders of the

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Government Institute of Arts opted for Pakistan. Thus the teachers were in Pakistan but there was no institute for them to teach at. The teachers were transfer of administration. Zainul Abedin was drawing teacher at the Normal School; Shafiuddin at Collegiate School, Shafiqul Ameen at teachers Training College, Syed Ali Ahsan the draughtsman and Habibur Rahman were transferred to the Ahsanullah Engineering School, Anwarul Haque to the Chittagong Normal School. Sheikh Anwar who was the pressman in the Lithography Department in Calcutta Art School was also transferred to the Engineerinfg School (now Buet). Although the authorities had decided that an art institute would be established in Dhaka. But the Question comes to the fore why such an institute was urgently needed. Thus the responsibility fell on the pioneers to rally themselves and to explain the urgent necessity of art in each and every aspect of our daily lives. However, the fame and the stature that Zainul Abedin and Shafiuddin Ahmed had achieved made it impossible for the authorities to ever go back on the commitment to found the Institute. Among the government officials Qudrat-e-Khuda and Abul Kashem was another helpful and enthusiastic about the art institute. With the suggestion of Habibullah Bahar, Abedin arraged a poster exhibition the occasion of 14 August, 1948.This would be illustrate the necessity of art as a powerful propaganda instrument and its usefulness at least in designing poster, illustrations, etc. Playing upon the sentiments of the newly independent Muslims the subject chosen was a chronological history of the first Muslim conquest of India to the birth of Pakistan. It was not a public exhibition, only invitees, high government officials and the elite were present. This successful exhibition made possible to birth of the Institute. With the co- operation of Salimullah Fahmi, Under Secretary in the Health Ministry the remaining problem of finding space for the institute was solved. Two rooms were allocated to the art institute at the almost non-functioning National Medical School building, which mainly housed files of the Health Ministry. Two rooms on the ground floor were allotted to the Government School of Arts under which title it was born. Calcutta Government Art School’s educational system served as a role model behind in its planning purposes. The first admission of students was published in the first week of September 1948 announcing that the admission test would be held on 15 September. All the 17 or 18 students sitting for the test were admitted. The course was arranged with two years elementary part, and three years of specialized course. After that, in 1956 a course on Draughtsmanship also offered through its own premises and discontinued it in 1964 as because the draughtsmanship course was then offered in Tejgaon Polytechnic Institute. It became affiliated college with the Dhaka University in 1963, changing its name to the East Pakistan College of Arts and Crafts. With the liberation of the country in 1971 it was called the Government College of Arts and Crafts. In 1983 it immerged with the Dhaka University as an institute of Institute of Fine arts”. Then in 2008, it was associated as a “Faculty of Fine arts, Dhaka University”. Major changes in the academic curriculum were made in 1963, 1978 and 1992 according to available records. There is academic stuff in our Faculty is 65 person, non-academic stuff is 15 and number of total students 800 (approx).

1.4.1.2 Background of establishment of the Department of Craft:

As a continuation of art history craft is one of the majestical art-form in Bangladesh since ancient period. Craft is a versatile art form. It includes muslin (a cotton fabric of plain weave), jamdani sarees (one of the finest muslin textiles of Bengal), nokshi katha ( a type of embroidered quilt, is a centuries-old Bengali art tradition in Bangladesh), shitol pati (handmade mat of rattan or murta plant with traditional design), patachitra ( a general term for traditional, cloth-based scroll painting), shakher hari (decorated pots), 3

Laxmi sara (a pot with the image of the deity of Laxmi), wood made materials, dolls etc. Modern craft-art of Bangladesh is a very small part of the whole. The history of the craft department of the Dhaka University fine art faculty is also of some years only. Present faculty of fine art was established just 67 years ago in 1948 as government fine art institute. From the very beginning of this institute craft was included in the syllabus. Along with other subjects Shilpacharya (the great teacher of art, an honorary appendage) Zainul Abedin, the founder of the institute had a wish to provide a realistic and complete education on craft. But in that time he couldn’t achieve his target due to lack of scope and capable teacher. Artist Junabul Islam is the founder of the present craft department. In 1968 he was appointed as a teacher of craft department. At the beginning the students were trained in `tie and dye’ and `batik’. After that these two subject is included in the syllabus of Pre-degree and BFA (Bachelor of fine arts) as a subsidiary. BFA and MFA course under this department were started in 1982 and 1989 respectively. And the honors course was introduced under this department in 1992-1993 session. The main motto of this department is to uphold and promote the modern and creative form of the traditional craft practices. It also involve in the development of this art form. And from these perspective it is operating its academic program. The syllabus of this department is organized in such a way that the students can get a vivid knowledge on the two main part of craft i.e. a) applied craft and b) creative craft. The department try to make sure in building up the capability of the students in both side. The commercial opportunity of the applied craft is also a major consideration of the department. The syllabus of the department includes batik, tapestry, general weaving, wood work, patina (metal work), screen print, appliqué, drawing, design, sketch etc.

Chapter 3

Aims and objective of the Craft program:

With the needs of stakeholders the purpose of higher educational Craft is to make the students capable of using knowledge and understanding to identify, clarify and provide best possible solution to issues and emerging problems relating to individual, workplace, society and the country. Two type of purposes of effectiveness of the academic programs: (a) One is for the employment purpose. (b) Another is for creating free-lance artists.

Chapter 4 We have following analysis about the report: The department of Craft should follow the prescribed format proposed by Quality Assurance Unit of University Grants Commission. The draft report is not according to the report. The mission and vision of the University are not stated in the Report. If they are added, it will give a comprehensive outlook, thereby enabling stocktaking of performance vis-a vis the vision and mission and required remedial action, if any. The purpose of the department is given but it should be more specific.

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Our comments on different Aspects of Self-assessment are as follows: Governance Good Practices I) Fairness and transparency in academic decisions at all levels is maintained. ii) Academic calendar is maintained properly. iii) Publication of results in time. iv) Teachers are friendly and co-operative with the students. But the relationship can be strengthened further through more involvement of students and guidance of Senior Faculty by handholding their juniors. A cordial atmosphere exists in the department, which agurs well for creative knowledge. The Areas where further improvement could be made i) Department should define key performance indicators (KPI), which will facilitate stock taking and ensures remedial action, wherever required. ii) Department should clarify the program objectives and learning outcomes. In such case, students will come better prepared to the classes and meaningful interaction will take place. iii) Department should provide a student handbook in the first year itself defining all the rules including what is required of a student and what is expected from them during their stay. It should also contain all the necessary information about semester system of the university. iv) A website is required for the Department with all the information and other objectives of the department. In the contemporary times of today, this will enable the department to reach wider audience and helps in brand building too. v) An alumni association should be established and efforts could be made for more involvement of alumni, so that their experience/wisdom could be transferred to the juniors in addition to taking their help in placement of students. vi) Industry-Institute interaction should be strengthened further. In this regard, department can invite the industry people and other related personnel for interaction with the students and faculty. By doing so department could always be in touch with contemporary developments. vii) Department should arrange industry visits for the students apart from sending them for internship. This will help them to understand the market demand. viii) As the drawing and formation courses are expensive for the students, department should think of providing some study material to the students. Curriculum Design Good Practices i) Volume of the curriculum is not heavy, customized and in conformity with requirements. ii) Current curriculum enhances the team-work ability iii) It is effective in developing analytical and problem solving skills among the students. Area of further Improvement i) They should introduce internship in the M.F.A. course with some credits. A three months internship in any related organization can be made applicable. This will help in narrowing the gap between the academic and business world. ii) The department should provide lesson plan with learning outcomes for each course. In this

5 regard, they can take help from Graduate Training Institute, Mymensingh. The lesson plan etc. shall be provided to the students at the time of commencement of the courses. iii) New techniques in the field should be introduced to the students. iv) An ICT based course can be introduced in Bachelor of Fine Arts courses (e.g. Computer Photoshop Illustrator). v) There should be presentation with each submission in Master's degree. It will help students to improve their communication skill. Part of the presentation should be in English. vi) A compulsory English course should be included in 1st year. vii) There should be synchronization between theory and experiment. All the experimental course classes should be followed by theoretical lecture. viii) New modern knowledge should be introduced. Contemporary developments should be taken to the classroom for exposing the students accordingly, which will fine tune their performances further.

Teaching Learning and Assessment Good Practices i) Students are sincere and committed to learning. A learning environment exists. Areas of Further Improvement i) A set of parameters should be set to evaluate the performance of the students for each course. The students shall have the right to know this set of parameters for performing accordingly. ii) As there is no proper lesson plan with intended learning outcome, the department should make lesson plan with intended learning outcomes as soon as possible. This should be accorded top-most priority. iii) Diverse and modern teaching learning method should be used in classroom. Technological devices should also be used for teaching. (e.g. for Animation). iv) The teachers should remain available during the office hours after the class for consultation. v) It is recommended to provide support to the students for extended time in the laboratory/studio work. vi) Collaboration efforts with other the renowned institute in this field should be strengthened further. Students Entry Qualifications, Admissions procedure, Progress and Achievements Good Practices i) Very fair and transparent admission procedure. ii) Huge number of applicants which helps to choose the meritorious ones among the lot. Areas of Further Improvement i) Department should keep track of the progress of each student and keep record of their achievements. This will help in planning for their further improvement.

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Institutional Structure and Facilities Good Practices i) Very nice, calm and natural campus which helps to enhance the students creativity. A serene atmosphere exists, very much congenial for a department of creative nature. ii) Internet facilities with sufficient band width. Areas of Further Improvement i) Department can provide a digital library with ICT facilities. ii) As it is difficult to increase the space of Laboratories/Studios, they can take the classes in shifts or reduce the number of students. Student support services No good practices are evident.

Areas of Further Improvement i) Need a proper team for counselling the students including their career. ii) Need an active linkage with the alumni and the employers. For this purpose an alumni association is required. In the national/institutional programmes, the employers/possible employers can be invited/involved. iii) An anti harassment (Gender, communal) cell should be setup. Research and Extension Good Practices No good practice is evident. The persons who are doing Ph. D. are not in the same field. Areas of Further Improvement i) There should be a clear policy of the department in doing research. Because research when carried to the classroom enriches delivery. The active researcher may have a less class load. ii) Adequate funds should be provided for doing research.

Staff and facilities Good practices i) Teacher student ratio is justified. ii) The non-academic staff are competent. iii) The staffs are committed and sincere. Areas of Further Improvement i) Foundation training for the newly appointed teachers should be introduced. ii) A development policy for the teacher and non academic staff should be put in place for which,help from Graduate Training Institute is recommended. iii) Workload is heavy to the supporting staff and hence additional manpower is required. iv) Proper incentive scheme could be worked out to motivate staff for working extra hour. v) Person with ICT qualification need to be inducted.

7 vi) In the present setup, no scope for substitute arrangements in times of contingency and this issue needs to be addressed. vii) The department should classify the working area of the supporting staff and let the students know the responsibilities of the staff for easy reference and contact, as and when required. Process Management and Continuous Improvement This is the first time, department has done it's self assessment. They have to set timeline as per the recommendations made by Self-Assessment Committee and Peer Reviewer Team for continuous improvement. The department could also think of few extra curriculum activities, with more involvement of faculty, for strengthening faculty-student bond further.

Chapter 5 The review team while appreciating the sincere efforts of Department’s Faculty and staff for the excellent support extended to the reviewer team in carrying out the assessment work suggests that the department should make a priority list and set a timeline to meet the requirements of peer-reviewer team. Since quality is a continuous exercise all out efforts should be made to improve further and further with excellence in view. In addition, the review report must be signed by the review team members with acknowledgement and affirmation.

Dr. Ain-ul Huda Prof. Dr. Shahriar Hossain Quality Assurance Expert Subject Expert Professor, Department of Physics Dr. A. Jagan Mohan Reddy University of Rajshahi And Foreign Peer Reviewer Rajshahi Additional Director Ex-Associate Professor(HR) Institutional Quality Assurance Cell IPE, Hyderabad Jagannath University India

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Annex —10 JUDGEMENTS

Based on the observations during the peer review visit by the Review Team following aspects were judged using the given rating scale:

Aspects Reviewed Judgment Numerical Given Weight Governance 3 5 Curriculum Design and Review 2 5 Physical Facilities 3 5 Student: Admission Progress and Achievements 3 5 Teaching and Learning 3 5 Assessment of Student Performance 2 5 Student Support Services 4 5 Staff and Facilities 3 5 Research and Extension 1 5 Process Management for Continual Improvement 2 5 Total 26 50

Final Score Overall Judgment 0 -15 Unsatisfactory 16-25 Poor 26-35 Good 36-45 Very Good 46-50 Excellent

Considering the judgments given for the different QA aspects, the Review team is able to give an overall judgment of 26(Good) for Department of Crafts, Dhaka University.

Dr. Ain-ul Huda

Quality Assurance Expert Prof. Dr. Shahriar Hossain Professor, Department of Physics Dr. A. Jagan Mohan Reddy Subject Expert And Foreign Peer Reviewer University of Rajshahi Additional Director Ex-Associate Professor(HR) Rajshahi Institutional Quality Assurance Cell IPE, Hyderabad Jagannath University India

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Annex 11 Rating Scale

Rating Description 5 (Excellent) There are clear and documented policies, procedures and strategies, which are consistently followed across the program offering entity or institution. Conformance to these policies, procedures or strategies is being monitored and action taken for improvement. 4 (Very Good) There are clear and documented policies, procedures and strategies, which are mostly followed. Conformance to these policies, procedures or strategies is being monitored and action taken for improvement. 3 (Good) Some form of process takes place, but policies/procedures/strategies are not clearly stated or documented. Adherence and monitoring takes place but are not consistent. 2 (Poor) Process takes place in isolation. There is no clear policies/ procedures/strategies guiding the implementation of the process. Monitoring is not consistent. 1 (Unsatisfactory) No evidence of any policy/procedure/strategies. Process or action takes place on ad-hoc basis when necessary.

Annex-12 Format for Skill Mapping

(List the courses and tick against relevant outcomes/objectives) This file couldnot be filled up as the objectives are not clearly defined Courses Intended Learning Objectives/Outcomes 1 2 3 4 5 6 7 8 9

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• Please add additional Colum or row as required.

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