Report External Peer Review And

Report External Peer Review and Validation Program Self-Assessment Department of Bengali, Faculty of Arts University of Dhaka, Bangladesh Submitted to Institutional Quality Assurance Cell (IQAC) University of Dhaka October 2016 1 Preface Quality assurance is a process of establishing stakeholders’ confidence that education provision by higher education institutions fulfills expectations or measures up to the requirements of the concerned agencies. Quality assurance is an all-embracing term covering all the policies, processes and actions through which quality of higher education is maintained, developed and enhanced. The main mission of higher education institutions is to do research and produce well trained graduates equipped with essential knowledge of the discipline, the ability to effectively apply the acquired knowledge in real life, desirable attitudes and values, together with necessary twenty first century skills to meet the changing requirements for employment, lifelong education, and country development plan. Valuing that quality education is very important that needs to be maintained and enhanced, the Government of Bangladesh under the leadership of the Hon’ble Prime Minister Sheikh Hasina is committed to change the landscape of higher education through enhancement of quality of higher education and research in the country. To achieve the target of quality education, the Government and the World Bank have generously funded the project which is known as Higher Education Quality Enhancement Project (HEQEP) and has been implemented by the University Grants Commission (UGC) led by Chairman Professor Dr. A.K. Azad Chowdhury, with assistance of the project officials and those by the World Bank. UGC prepared the Self-Assessment Manual to be guidelines for the universities to implement the self-assessment and quality assurance at program level which is the core unit of producing graduates and manpower for the country, through planning and coordination of the Institutional Quality Assurance Cell (IQAC). Quality assurance cannot happen automatically or accidentally. It has to be planned. Quality assurance is not any single thing but an aura, an atmosphere, an overpowering feeling that ‘the Institution is doing everything with excellence’. Quality assurance is the own responsibility of the institution. 2 Acknowledgement and Affirmation The External Peer Review Team (EPRT) would like to thank the Institutional Quality Assurance Cell (IQAC) for appointing us as the experts for the peer review of Self Assessment (SA) activity of the Department of Bengali, University of Dhaka, and for the arrangement of work plan, coordination and constant support from the time of arrival till departure. Appreciation is extended to Pro-Vice Chancellor (Academic), University of Dhaka, for giving us her time and listening to us attentively and providing us valuable information regarding the academic and administrative matters and to Dean, Faculty of Arts, for her cooperation in the peer review activity. Special thanks are given to Professor Syed Md. Shahed, SAC Head, Professor Syed Azizul Huq, SAC member, Professor Bayetullah Quaderee SAC Member, and to all academic and non-academic members of the Bengali Department, Alumni Association, and the current students for excellent cooperation in this peer review of SA activity. Finally, we are pleased to submit an external peer review report of the Program Self-Assessment, Department of Bengali, Faculty of Arts, University of Dhaka. The external peer review team affirms that the content of the report is the result of the analysis of the SAR prepared by the Department of Bengali and information from meetings with SAC, five groups of stakeholders and their recommendations, site visits to physical facilities and administrators and the study of Self Assessment Manual prepared by UGC, Ministry of Education. Dr. Manit Boonprasert Prof. Dr. Md. Kamrul Alam Khan Prof. Dr. Maniruzzaman 3 Contents page Preface Acknowledgement and Affirmation CHAPTER 1. Introduction 5 2. Overview of the University and Bengali Department 10 3. Aims and Learning Outcomes of Programs 13 4. Results of the External Peer Review 23 5. Conclusion and Recommendation 31 4 Chapter 1 INTRODUCTION This chapter outlines the main principles of program review, the aspects under review and description of the peer review process. 1.1 Main Principles of Program Review University is basically made of the core academic activities of teaching learning and research. The most important aspects of quality education generally refer to the quality of teaching learning and research which relate directly to academic activities. In this respect, all academic activities are functionally taking place at the program level. To maintain and enhance education quality of the program, regular program review exercise is necessary for evaluating and continuously enhancing the quality and effectiveness of the program under review. Program review is a cyclical process which is critical for improving its quality of teaching learning and research and it is also a requirement for program accreditation. Program review exercise needs necessary data from stakeholders to evaluate and reflect the quality of the program through self-assessment. Self- assessment is a systematic process of evaluating the various aspects of institution or academic programs whether quality standards are being met. It is an exercise conducted by the institution/ department itself to assess whether its program(s) meet their educational objectives and outcomes with the purpose to improve quality of program(s) and enhance students’ learning. Self-assessment is a means of explaining and confirming existing procedures. Desired outcomes of self- assessment are for the institution/department to be proactive than reactive, systemize the process of assessment, to be current with the changes in the respective fields, assist in preparing good professionals of tomorrow, and initiate improvements to achieve academic excellence. Program self-assessment is the systematic collection, review, and use of information about educational programs undertaken for the purpose of improving student learning. It involves the thorough examination of all aspects and components of the program in respect of stakeholders’ opinions. It is a process of identifying the strengths and weaknesses of the program in terms of capacity of effective teaching learning, student performance assessment, program management, ability to provide students support services and adequate physical facilities. Program self-assessment helps the program offering entity to: better understand the ongoing programs under assessment; revisit the program objectives and goals; redress the intended learning outcomes of the program, if necessary; identify the area of strengths, weaknesses, opportunities, threats and emerging changes to make the program updated and need based; assess the adequacy of student support services for effective teaching and learning; assess the progress of improvement desired, and 5 develop strategic plan with commitment and priorities for further improvement. Quality in higher education is the outcome of interaction of quality of faculty and students, infrastructure facilities, research and learning environment, strategic planning, assessment procedures and market forces. Implementing the quality concept needs prioritization of projects and activities across the university structure. Obviously, first priority goes to academic activity, wherein quality enhancement initiatives should focus on curriculum development, improvement in delivery methods, faculty training and development, appropriate use of technology, effective stakeholders’ orientation of academic programs, and enhancing the quality of R & D programs of the university. 1.2 Aspects under Review There are a total of nine aspects, forty four indicators and seventy-one standards identified in the Self- Assessment Manual produced by UGC. Aspects, indicators and standards of each aspect are presented in Table 1.1. Table 1.1 Indicators and Standards No. Aspects Indicators Standards 1 Governance 1. Mission and Objectives 13 2. Management 3. Accountability and Transparency 4. Academic Leadership and Autonomy 5. Stakeholders’ Feedback 2 Curriculum 1. Involvement of Stakeholders 05 Content, Design, 2. Need Assessment and Review 3. Content and Structure 4. Defining Course Learning Outcomes 5. Skill Development mechanism or strategy 6. Evaluation and Review 3 Student Admission, 1. Entry Qualification 09 Progress and 2. Admission Procedure Achievements 3. Progress and Achievement 4 Physical Facilities 1. Classroom 02 2. Library facilities 3. Laboratory and field laboratories 4. Medical facilities 5. Other facilities 5 Teaching, Learning, 1. Teaching – Learning 10 Assessment 2. Quality Staff 3. Appropriate Teaching-Learning Methods 4. Use of Lesson Plan 5. Technology Integration 6. Focus 7. Skill Development Mechanism 8. Assessment of Student performance 6 6 Students Support 1. Academic Guidance and Counseling 08 Services 2. Co-curricular and Extra-curricular activities 3. Career and Placement 4. Alumni Services 5. Community Services 7 Staff and Facilities 1. Recruitment 17 2. Staff Development 3. Peer Observation 4. Career Development 5. Key Performance Indicators 8 Research and 1. Research Capacity Development 04 Extension 2. Research Funding 3. Dissemination and Transfer System and Policy 4. Patent of Innovation 9 Process 1. Internal Quality Assurance System 03 Management, and 2.

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