Mapping of Health Professional Institutions in Bangladesh

MAPPING OF HEALTH PROFESSIONAL EDUCATION INSTITUTIONS IN BANGLADESH

October 2018

Medical Education & Health Manpower Development (ME&HMD) Directorate of Health Services (DGHS) , Bangladesh

In collaboration with World Health Organization Bangladesh

Bangladesh

Mapping of Health Professional Education Institutions in Bangladesh

Authors and contributors to the report

This report on mapping of health professional education institutions was produced under the overall direction of Professor Dr MA Rashid, Director, and Health Manpower Development (ME&HMD), Directorate General of Health Services (DGHS). Dr Md Masudur Rahman (ME&HMD, DGHS), Md Nuruzzaman (WHO Bangladesh), Dr Tomas Zapata (Regional Office for South-East Asia, WHO) and Dr Valeria De Oliveira Cruz (WHO Bangladesh) planned and designed this report. The principal writing team consisted of Md Nuruzzaman (WHO Bangladesh), Dr Md Masudur Rahman (DGHS), Professor Dr Md Humayun Kabir Talukder (Centre for Medical Education) and Professor Dr Md Mofiz Ullah (College of Nurs- ing Mohakhali). The writing team was assisted by Md Joynul Islam (WHO Bangladesh).

Valuable inputs and suggestions were provided to the draft report by Dr Valeria De Oliveira Cruz (WHO Bangladesh), Ai Tanimizu (WHO Bangladesh), Dr Tomas Zapata (Regional Office for South-East Asia, WHO) and Dr Md Yunus (ME&HMD, DGHS).

Data quality check was carried out by Md Nurnabi Sheikh (WHO Bangladesh). Production of maps was done by Tasmia Islam (WHO Bangladesh), Md Nurnabi Sheikh (WHO Bangladesh) and Nizamat Ali Khan (Centre for Medical Education, Dhaka).

The layout, cover and creative design was developed by A K M Rahmat Ali Howlader (WHO Bangladesh).

The report was edited by Vani Thelakat Kurup (Editor and Graphic Design Consultant).

All rights reserved. No part of this publication may be reproduced, stored in a retrieval system, or transmit- ted in any form or by any means, electronic, mechanical, photocopying, recording, or otherwise without the prior written permission of the publisher.

Suggested citation: Mapping of health professional education institutions in Bangladesh. Dhaka: Director- ate General of Health Services, Medical Education and Health Manpower Development and World Health Organization (WHO) Bangladesh; 2018.

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Mapping of Health Professional Education Institutions in Bangladesh

Message

I am extremely delighted to know that the report on “Mapping of Health Professional Education Institu- tions in Bangladesh” is to be published. I would like to congratulate and thank the Director General, Direc- torate General of Health Services (DGHS), the Director, Medical Education and Health Manpower Develop- ment, DGHS and the World Health Organization (WHO) representative to Bangladesh. I really appreciate the initiative taken by them.

We always look for health professional education (HPE) data and information for decision making and research purposes and those data are not easily available. We need frequent survey, research and analyti- cal reports to reduce the gap. I believe this report will be a tangible input to this.

This report provides a good analysis of the supply side health professionals covering annual admission and graduation and their trends, geographical and male-female distributions, public and discussion with the policy makers. It is good to see that Bangladesh has made remarkable progress in establishing a good number of HPE institutions over a period of time and the number of professionals has been gradually increasing. Only increasing number would not fulfill our expectation. We need to pay attention on quality improvement, which has long term impact on our healthcare delivery system. Therefore, we need to strengthen our Education Management Information Systems (EMIS) for timely and reliable reporting.

This report has created provision to develop a computer based EMIS in place to regularly update the data as data changes every hour. We need to jointly work on this. Our concerned directorates along with the health professional education institutions should come forward and build an online system. I invite WHO Bangladesh and other development partners to extend their technical support on this.

G. M. Saleh Uddin Secretary Medical Education & Family Welfare Ministry of Health and Family Welfare Government of the People's Republic of Bangladesh

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Mapping of Health Professional Education Institutions in Bangladesh

Message

I am pleased to know that the report on “Mapping of Health Professional Education Institutions in Bangla- desh” is on the eve of its publication. I congratulate Professor Dr M A Rashid, Director, Medical Education and Health Manpower Development, DGHS and his team for taking the report to the end. I also extend my cordial thanks to Dr Bardan Jung Rana, WHO Representative to Bangladesh and his HRH team for providing technical assistance to this initiative.

The report contains very useful information about seven professionals covering the following degrees – MBBS, BDS, BSc Nursing, Diploma in Medical Faculty, Diploma in Nursing and Midwifery, Diploma in Midwifery and Diploma in Health Technology. A total of 674 institutions were communicated and approached for data. It is good to see that the country made tremendous progress in producing substan- tial number of health workforce through establishing a significant number of health professional educa- tion (HPE) institutions last 10 years. I believe this would be instrumental for paving the pathway towards achieving Universal Health Coverage in Bangladesh by reducing the shortage of formally trained health workforce.

I think, this might be the first report of this kind with full of information on health professional education (HPE) institutions in Bangladesh. Our existing literature mostly focuses on healthcare delivery system. However, I believe, this report might fulfill some gap on this as we have limited reports or evidence avail- able. Knowing the fact that education system is an indispensable component of the health system, I believe, this report would promote further research or studies in this area for the growth and develop- ment of the field HPE in Bangladesh.

While taking into consideration of the importance of the report, I would like to strongly recommend that an online system should be established for collection of the education data on regular basis as data chang- es over time. Our Management Information System (MIS) and Medical Education Units should come forward and jointly work together for regular update of the data and timely production of the updated report. I invite WHO Bangladesh to extend their further support on this. Thank you.

Wish you all the best,

Professor Dr Abul Kalam Azad Director General Directorate General of Health Services Ministry of Health and Family Welfare Government of the People’s Republic of Bangladesh

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Mapping of Health Professional Education Institutions in Bangladesh

Bangladesh Message

It has been an honour for WHO to mobilize technical and financial support to the Directorate General of Health Services (DGHS), Ministry of Health and Family Welfare (MOHFW) in developing and publishing the report on “Mapping of Health Professional Education Institutions in Bangladesh”. Realizing the limited comparable Human Resources for Health (HRH) information available across countries, WHO Bangladesh took the initiative of this endeavor.

WHO Bangladesh’s health systems team extended their full support to the Medical Education and Health Manpower Development (ME&HMD) Unit, DGHS to design this study, collect the relevant data and infor- mation, to analyze the data and write the report. The publication will be a useful source of information, instrumental for the further growth and development of the field health professional education not only in Bangladesh but also in other countries. This resource will certainly enable the MOHFW to minimize the gap in the availability of comprehensive and up-to-date HRH information and thus will contribute to the decision making process in medical education. I come to know that the information of the report has already been in use in several decision making matters in the ministry, which is very good. We not only need data and information to assess sector specific progresses but also to assess and take decisions on the overall country progress on the effort towards achievement of Universal Health Coverage by 2030.

The DGHS’s effort to strengthen the HRH knowledge base is highly appreciated in this regard. We hope that this mapping report will be regularly updated and an initiative will be taken to establish a comput- er-based online mechanism with the ME&HMD Unit, DGHS connecting with all HPE institutions. This will be helpful for making evidence-based management decisions, facilitating need-based HRH production, sharing and use of qualitative and quantitative HRH related information according to necessity. Thus, it could act as a platform for policy makers, researchers, academicians and other stakeholders to debate HRH issues and propose cost effective interventions for improving availability, quality and responsiveness of the health workforce in Bangladesh.

Finally, I would like to extend my sincere thanks and gratitude to all of those who have contributed to the production of this report, including DGHS and WHO health systems team members and congratulate the team of the ME&HMD, DGHS for their hard work to bring out this publication. I also wish all of them success in taking further steps for addressing the key HRH issues and challenges and reaffirm WHO’s com- mitment in this matter.

Dr Bardan Jung Rana WHO Representative to Bangladesh

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Acknowledgements

I am delighted to write an acknowledgement for this much-needed crucial study on “Mapping of health professional education institutions” in Bangladesh. I believe this is the first study of this kind in the area of health professional education in the country. Therefore, I am expressing my sincere gratitude to Professor Dr Abul Kalam Azad, Director General, Directorate General of Health Services (DGHS) for his overall guid- ance and inspiration during the study.

I would like to extend my earnest thanks to the World Health Organization Bangladesh for the overall plan- ning, technical guidance and close collaboration from inception to completion. I would like to thank Mr Md Nuruzzaman, National Professional Officer–Human Resources for Health (HRH) from the country office; Dr Valeria De Oliveira Cruz, Team Leader–Health Systems; and Dr Tomas Zapata, Regional Advisor–HRH, South-East Asia Regional Office (SEARO), WHO for their continuous cooperation and guidance throughout the study.

It is also my pleasure to thank my colleagues Dr Md Yunus, Deputy Director–Medical Education, DGHS; Dr Tahsin Begum, Ex-Deputy Director–Medical Education, DGHS; and Dr Md Masudur Rahman, Assistant Director, Medical Education, DGHS for their active engagement in this study.

I am also thankful to Ms Shuriya Begum, Registrar, Bangladesh Nursing and Midwifery Council and her team for their valuable contributions to the nursing and midwifery component of the study.

It would not be justified if I forget to acknowledge the contribution of the Technical Advisory Committee members, and the Technical Working Group members, which were established at the beginning of the study (both lists are attached in the annex).

Finally, I would like to thank all the principals, other institutional heads and relevant faculty members who directly or indirectly took part in this study and hence contributed to making it a reality. I believe the knowledge base that we have created will work as a robust platform and will be utilized for decision-mak- ing and further improvement in the area of health professional education. I also believe that this is just the beginning of studies required for strengthening health professional .

Prof. Dr. A K M Ahsan Habib Director Medical Education & Health Manpower Development (ME&HMD) Directorate General of Health Services (DGHS)

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Mapping of Health Professional Education Institutions in Bangladesh

Abbreviations

AFMC Armed Forces Medical College BDS Bachelor of Dental Surgery BMA Bangladesh Medical Association BMDC Bangladesh Medical & Dental Council BNMC Bangladesh Nursing & Midwifery Council BNMCDB Bangladesh Nurses, Midwives & Allied Professional Database BScN Bachelor of Science in Nursing BSMMU Bangabandhu Sheikh Mujib Medical BTEB Bangladesh Technical Education Board DGHS Directorate General of Health Services DGNM Directorate General of Nursing & Midwifery DM Diploma in Midwifery DMF Diploma in Medical Faculty DMT Diploma in Medical Technology DNSM Diploma in Nursing Science and Midwifery EMIS Education Management Information System GoB Government of Bangladesh Govt. Government HPNSP Health, Population and Nutrition Sector Programme HRH Human Resources for Health HRIS Human Resource Information System ICT Information and Communication Technology IHT Institute of Health Technology MATS Medical Assistance Training Schools MBBS Bachelor of Medicine and Bachelor of Surgery MDGs Millennium Development Goals ME&FWD Medical Education and Family Welfare Division ME&HMD Medical Education & Health Manpower Development MIS Management Information System MoD Ministry of Defense MoE Ministry of Education MoHFW Ministry of Health and Family Welfare Nongovt. Nongovernment PCB Pharmacy Council of Bangladesh QR Quick Response SAARC South Asian Association for Regional Cooperation SDGs Sustainable Development Goals SEARO WHO South-East Asia Regional Office SMFB State Medical Faculty of Bangladesh TAC Technical Advisory Committee TOR Terms of Reference TWG Technical Working Group UHC Universal Health Coverage UNESCO United Nations Educational, Scientific and Cultural Organization WHA World Health Assembly WHO World Health Organization

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CONTENTS

Authors and contributors to the report iii Message from Secretary, Medical Education & Family Welfare Division v Message from Director General, Directorate General of Health Services vii Message from WHO Representative to Bangladesh ix Acknowledgements from Director, Medical Education & Health Manpower Development (ME&HMD) xi Abbreviations xiii Content xiv List of figures, boxes, diagrams, tables and maps xv Executive summary xx 1. Introduction 1 2. Health professional education in Bangladesh 3 3. Rationale 4 4. Objectives 5 5. Scope of the assessment 5 6. Methodology 6 7. Key findings 8 7.1 Educational governance 8 7.2 Mapping of health professional education institutions 18 7.3 Health professional supply numbers 23 7.4 Education management information systems 88 8. Limitations of the assessment 93 9. Conclusion and recommendations 94 10. Bibliography 96 Annexures 97 Annex 1: Composition and ToR of the Technical Advisory Committee (TAC) 97 Annex 2: Composition and ToR of the Technical Working Group (TWG) 99 Annex 3: Tools for data collection 101 Annex 4: List of health professional education related policies 103 Annex 5: Additional graphs to 7.3 105 Annex 6: List of health professional education institutes in Bangladesh (by December 2016) 139

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LIST OF FIGURES, BOXES, DIAGRAMS, TABLES AND MAPS

List of Tables Table 1: health professional categories and their respective degrees with length of education 3 Table 2: Types of degrees and the institutions offering these degrees 5 Table 3: Methods used to address the respective objectives of the study 7 Table 4: Major functions of the focal departments for the respective courses 10 Table 5: Major acts/policies for governance of seven categories of educational institutions 12 Table 6: Key policy issues related to the selected health professional education in Bangladesh 14 Table 7: Total number of applicants for MBBS admission during 2015–2018 against the number of available seats 23 Table 8: Comparison of total student expenses in government and nongovernment medical colleges in Bangladesh as per government instructions 26 Table 9: Number of dental colleges/units offering BDS degree with available seats (by 2016) 33 Table 10: Number of IHTs offering DMT in Cardiology and available seats 80

List of Boxes Box 1: Organizational structure of the health system and scope of the health workforce in Bangladesh 2 Box 2: Interface between the education system and the health system 2 Box 3: Interconnectedness of different organizations for governance of Bachelor’s degree courses 9 Box 4: Interconnectedness of different organizations for governance of Diploma level courses 11 Box 5: Connectivity of central HRIS with various organizations under MOHFW for health professional education data 89 Box 6: Inter-agency connectedness with the central medical education unit 90 Box 7: Sample registration card for a nurse-midwife practitioner 91

List of Diagrams Diagram 1: Priority areas of focus 6 Diagram 2: Overall governance structure of the medical colleges 13

List of Figures Figure 1: Total number of health professional educational institutions recognized by MOHFW, GOB (by 2016) 18 Figure 2: Number of health professional educational institutions run by armed forces/army (by 2016) 18 Figure 3: Total number of seats among various health professional education categories (by 2016) 18 Figure 4: Percentage of seat distributions among various health professional education categories (by 2016) 19 Figure 5: Number of seats in the health professional educational institutions run by army medical colleges (by 2016) 19 Figure 6: Number of health professional education institutions 1971–2016 20 Figure 7: Distribution of health professionals’ education institutions in different 20 Figure 8: Total number of health professionals admitted, graduated and registered/licensed in 2007–2016 (10 years) 21 Figure 9: Number of medical colleges up to 2016 24 Figure 10: Total number of available seats in 105 medical colleges 2016 24

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Figure 11: Number of available seats and students admitted in MBBS in 2016 24 Figure 12: Distribution of medical colleges in various divisions of Bangladesh 25 Figure 13: Number of medical colleges established between 1971 and 2016 25 Figure 14: Male–female distribution of students admitted into MBBS course during 2007–2016 26 Figure 15: Year-wise distribution of total students admitted into MBBS course during 2007–2016 27 Figure 16: Number of students admitted into MBBS course during 2007–2016, by nationality 27 Figure 17: Year-wise distribution of the total number of Bangladeshi students admitted into MBBS course during 2007–2016 28 Figure 18: Year-wise distribution of total non-Bangladeshi students admitted into MBBS course during 2007–2016 28 Figure 19: Total number of MBBS students who graduated during 2007–2016 from government, army and nongovernment medical colleges 29 Figure 20: Year-wise distribution of total number of MBBS students who graduated during 2007–2016 29 Figure 21: Total number of MBBS students who graduated during 2007–2016,by nationality 30 Figure 22: Year-wise distribution of total Bangladeshi MBBS students who graduated during 2007–2016 30 Figure 23: Year-wise distribution of total non-Bangladeshi MBBS students who graduated during 2007–2016 30 Figure 24: Total number of MBBS students who graduated in 2016 31 Figure 25: Total number of MBBS graduates registered during 2007–2016, by gender 31 Figure 26: Year-wise distribution of registered MBBS graduates during 2007–2016 32 Figure 27: Total number of students admitted into BDS course against the available seats in BDS in 2016 33 Figure 28: Distribution of dental colleges/units in various divisions in Bangladesh 33 Figure 29: Number of dental colleges established since 1971 with interval of years 34 Figure 30: Total number of students admitted into BDS course during 2007–2016, by type of institute 34 Figure 31: Year-wise distribution of total students admitted into BDS course during 2007–2016, by male–female segregation 35 Figure 32: Number of students admitted into BDS course during 2007–2016, by nationality 35 Figure 33: Number of total students admitted into BDS course in 2016 36 Figure 34: Total number of BDS students who graduated during 2007–2016 36 Figure 35: Year-wise distribution of total number of BDS students who graduated during 2007–2016 36 Figure 36: Total number of BDS students who graduated during 2007–2016, according to nationality 37 Figure 37: Total number of BDS students who graduated in 2016 37 Figure 38: Number of Bangladeshi BDS students who graduated in 2016 37 Figure 39: Number of non-Bangladeshi BDS students who graduated in 2016 38 Figure 40: Total number of BDS graduates who registered during 2007–2016 38 Figure 41: Year-wise distribution of registered BDS graduates during 2007–2016 39 Figure 42: Number of nursing and midwifery colleges and institutes in Bangladesh up to 2016 39 Figure 43: Distribution of nursing and midwifery educational institutions in Bangladesh, by course 40 Figure 44: Total number of admitted, graduated and registered/licensed with Bangladesh Nursing and Midwifery Council (BNMC) during 2007–2016 40 Figure 45: Distribution of nursing and midwifery educational institutions among the various divisions of Bangladesh up to 2016 41 Figure 46: Number of nursing and midwifery educational institutions established between 1971 and 2016 41

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Figure 47: Number of nursing colleges offering BScN up to 2016 42 Figure 48: Number of seats in nursing colleges up to 2016 42 Figure 49: Total number of students admitted into BSc in Nursing during 2007–2016, with male–female distribution 43 Figure 50: Year-wise distribution of students admitted to BSc in Nursing during 2007–2016 43 Figure 51: Total number of students who obtained BScN during 2007–2016 44 Figure 52: Year-wise distribution of students who acquired BSc in Nursing degree during 2007–2016 44 Figure 53: Total number of BScN graduates registered during 2007–2016 44 Figure 54: Year wise distribution of the registered BScN graduates during 2007–2016 45 Figure 55: A comparison of the total number admitted, graduated and registered/licensed BScN professionals up to December 2016 45 Figure 56: Total number of institutions that offered Diploma in Nursing Science and Midwifery (by 2016) 46 Figure 57: Number of available seats (by 2016) 46 Figure 58: Total number of students admitted into Diploma in Nursing Science and Midwifery during 2007–2016 47 Figure 59: Year-wise distribution of total admitted students into Diploma in Nursing Science and Midwifery during 2007–2016 47 Figure 60: Total number of students who acquired Diploma in Nursing Science and Midwifery during 2007-2016 48 Figure 61: Year-wise distribution of male and female students who acquired Diploma in Nursing Science and Midwifery during 2007–2016 48 Figure 62: Total number of Diploma in Nursing Science and Midwifery professionals registered during 2007–2016, by gender 49 Figure 63: Year wise distribution of registered Diploma in Nursing Science and Midwifery professionals during 2009–2016 49 Figure 64: Total number of institutions offering Diploma in Midwifery 50 Figure 65: Total number of available seats by 2016 50 Figure 66: Total number of students admitted into Diploma in Midwifery during 2013–2016 50 Figure 67: Year-wise distribution of total students admitted into Diploma in Midwifery during 2013–2016 51 Figure 68: Total number of students who acquired Diploma in Midwifery during 2015-2016 52 Figure 69: Year-wise distribution of students who acquired Diploma in Midwifery during 2015-2016 52 Figure 70: Number of Diploma in Midwifery professionals registered with BNMC during 2016–2017 52 Figure 71: Total number of MATS 53 Figure 72: Number of available seats (by 2016) 53 Figure 73: Distribution of MATS by across Bangladesh 53 Figure 74: Year-wise distribution of MATS 54 Figure 75: Total number of students admitted into DMF during 2007–2016 55 Figure 76: Year-wise distribution of the total students admitted into DMF during 2007–2016 55 Figure 77: Total number of students who graduated DMF during 2007–2016 56 Figure 78: Year-wise distribution of students who graduated DMF during 2007–2016 56 Figure 79: Total number of DMF professionals registered during 2007–2016 56 Figure 80: Total number of DMF professionals registered during 2007–2016 57 Figure 81: A comparison of the total number of admitted, graduated and registered/licensed medical assistant professionals up to December 2016 57 Figure 82: Number of IHTs offering Diploma in Medical Technology by 2016 58

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Figure 83: Distribution of IHTs in various divisions of Bangladesh 59 Figure 84: Number of IHTs established since 1971 by interval of time 59 Figure 85: Total number of students who were admitted and completed DMT in the 11 disciplines during 2007–2016 59 Figure 86: Number of IHTs offering DMT in Lab Technology 60 Figure 87: Number of available seats (by 2016) 60 Figure 88: Total number of students admitted into DMT in Lab Technology during 2007–2016 60 Figure 89: Year-wise distribution of students admitted into DMT in Lab Technology during 2007–2016 61 Figure 90: Number of students who graduated DMT in Lab Technology during 2007–2016 61 Figure 91: Year wise distribution of total number of students who acquired DMT in Lab Technology during 2007–2016 61 Figure 92: Number of IHTs offering DMT in Physiotherapy 62 Figure 93: Number of available seats (by 2016) 62 Figure 94: Total number of students admitted into DMT in Physiotherapy during 2007–2016 62 Figure 95: Year-wise distribution of total students admitted into DMT in Physiotherapy during 2007–2016 63 Figure 96: Number of students who completed DMT in Physiotherapy during 2007–2016 63 Figure 97: Year-wise distribution of total number of students who completed DMT in Physiotherapy during 2007–2016 64 Figure 98: Number of IHTs offering DMT in Dental Technology 64 Figure 99: Number of available seats (by 2016) 64 Figure 100: Total number of students admitted into DMT in Dental Technology during 2007–2016 65 Figure 101: Year-wise distribution of total students admitted into DMT in Dental Technology during 2007–2016 65 Figure 102: Number of students who acquired DMT in Dental Technology during 2007–2016 66 Figure 103: Year-wise distribution of students who acquired DMT in Dental Technology during 2007–2016 66 Figure 104: Number of IHTs offering DMT in Radiology and Imaging 67 Figure 105: Number of available seats (by 2016) 67 Figure 106: Total number of students admitted into DMT in Radiology and Imaging during 2007–2016 67 Figure 107: Year-wise distribution of total students admitted into DMT in Radiology and Imaging during 2007–2016 68 Figure 108: Number of students who completed DMT in Radiology and Imaging during 2007–2016 68 Figure 109: Year-wise distribution of total students who acquired DMT in Radiology and Imaging during 2007–2016 69 Figure 110: Number of IHTs offering DMT in Radiotherapy and number of available seats (by 2016) 69 Figure 111: Number of students who acquired DMT in Radiotherapy during 2007–2016 70 Figure 112: Number of students who acquired DMT in Radiotherapy during 2007–2016 70 Figure 113: Number of IHTs offering DMT in Sanitary Inspector Training 71 Figure 114: Number of available seats 71 Figure 115: Total number of students admitted into DMT in Sanitary Inspector Training during 2007–2016 71 Figure 116: Year-wise distribution of total students admitted into DMT in Sanitary Inspector Training during 2007–2016 72 Figure 117: Total number of students who acquired DMT in Sanitary Inspector Training during 2007–2016 72 Figure 118: Year-wise distribution of students who acquired DMT in Sanitary Inspector Training during 2007–2016 73 Figure 119: Number of IHTs offering DMT in Operation Theatre Assistance 73

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Figure 120: Number of available seats 73 Figure 121: Total number of students admitted into DMT in Operation Theatre Assistance during 2007–2016 74 Figure 122: Year-wise distribution of students admitted into DMT in Operation Theatre Assistance during 2007–2016 74 Figure 123: Number of students who acquired DMT in Operation Theatre Assistance during 2007–2016 75 Figure 124: Year-wise distribution of students who acquired DMT in Operation Theatre Assistance during 2007–2016 75 Figure 125: Number of IHTs offering DMT in Intensive Care Assistance 76 Figure 126: Number of available seats 76 Figure 127: Total number of students admitted into DMT in Intensive Care Assistance during 2011–2016 76 Figure 128: Year-wise distribution of students admitted into DMT in Intensive Care Assistance during 2007–2016 77 Figure 129: Number of students who acquired DMT in Intensive Care Assistance during 2007–2016 77 Figure 130: Year-wise distribution of students who acquired DMT in Intensive Care Assistance during 2007–2016 78 Figure 131: Number of IHTs offering DMT in Prosthetics and Orthotics 78 Figure 132: Total number of available seats 78 Figure 133: Total number of students admitted into DMT in Prosthetics and Orthotics during 2015–2016 79 Figure 134: Year-wise distribution of students admitted into DMT in Prosthetics and Orthotics during 2007–2016 79 Figure 135: Number of IHTs offering DMT in Pharmacy 80 Figure 136: Total number of students admitted into DMT in Pharmacy) during 2007–2016 81 Figure 137: Year-wise distribution of students admitted into DMT in Pharmacy during 2007–2016 81 Figure 138: Total number of students who acquired DMT in Pharmacy during 2007–2016 82 Figure 139: Year-wise distribution of students who acquired DMT in Pharmacy during eight years (2009–2016) 82

List of Maps Map 1: Geographical locations of all health professional educational institutions in Bangladesh 21 Map 2: Divisional distribution of all medical colleges in Bangladesh based on the type of college 23 Map 3: Geographical locations of dental colleges/units in Bangladesh 32 Map 4: Geographical distribution of the nursing colleges that offered BScN degree in Bangladesh 42 Map 5: Geographical distribution of nursing colleges and institutes that offered Diploma in Nursing Science and Midwifery (DNSM) in Bangladesh 46 Map 6: Geographical distribution of the number of institutions offering Diploma in Midwifery in Bangladesh 51 Map 7: Geographical distribution of MATS in Bangladesh 54 Map 8: Geographical distribution of IHTs in Bangladesh 58

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Executive summary

Introduction The Lancet’s Global Independent Commission report (2010) titled “Health professionals for a new centu- ry: transforming education to strengthen health systems in an independent world”recognizes the interde- pendence between health and education sectors for efficiency, effectiveness and equity in healthcare delivery. The education system is an indispensable component of the health system and the provision of educational services ensures the constant supply of an educated and motivated workforce. Countries (including Bangladesh) that are aiming for universal health coverage (UHC) for all at an affordable cost need to ensure adequate supply of the right categories of workforce in the right places at the right time. Therefore, alignment of health workforce production with health system needs and future requirements in the context of UHC is recommended in the Bangladesh Health Workforce Strategy 2015. In response, this mapping initiative covers different education institutions of seven broader level of health professional categories i.e. physicians, dentists, nurses, midwives, pharmacists, medical assistants, and technologists.

Rationale In Bangladesh, while health workforce production data are available at agency/institution levels (such as at colleges, schools, training centres), they are not readily available at one central location or one place at the national level, which makes health workforce planning efforts complex and lengthy. Appropriate attention to the relevant categories of workforce (such as who they are (type), how many they are, how many are joining the health labour market, public and private contribution) is critical for need-based plan- ning and quality assurance of education in the health system.

This mapping exercise was undertaken to build an updated health workforce supply side platform or data- base to support the formulation of a comprehensive human resources for health plan. This exercise would be useful for planning purposes and also for assessing the current situation of the country’s educational governance and data management systems for evidence based decision making for health professionals.

Objective and scope This study broadly aims to map out the health professional education institutions and their production categories for 10 years (2007–2016), including education management information systems. The assess- ment briefly represents the educational governance structure in public and private sectors, geographical location of the institutions, a summary analysis of the admitted/graduated and registered/licensed professionals during 2007–2016. It finally represents an overall description of the educational data man- agement systems of the various entities under the Ministry of Health and Family Welfare (MoHFW), Bangladesh.

This mapping initiative primarily focuses on seven broad categories of health professionals (i.e. Bachelor of Medicine and Bachelor of Surgery (MBBS) physicians, dental surgeons, Bachelor in Science (BSc) and diploma nurses, diploma midwifes, medical assistants and medical technologists) who receive formal academic training from government-recognized institutions under the MoHFW and institutions associat- ed with the Ministry of Defense (MoD).

Methodology Overall, a census approach was adopted for this mapping assessment. Both primary and secondary data were amassed through an assortment of data collection methods, such as document review including policy documents, group discussions and stakeholder consultations, development and distribution of tools for collection, consolidation of necessary data and information. Stakeholder consultations were organized based on the preliminary findings of the assessment involving representatives from both public and private sector organizations. xx Mapping of Health Professional Education Institutions in Bangladesh

The whole activity was carried out under the leadership of the Director, Medical Education & Health Man- power Development (ME&HMD), Directorate General of Health Services (DGHS), assisted by a Technical Advisory Committee (TAC) formed with specific terms of reference (ToR) and membership of key stake- holders. Study protocols/tools and checklists were developed in consultation with TAC and finalized after testing in the field.

Key findings

Educational governance • MoHFW led and shared the major responsibility of production and development of health profes- sionals through their respective health professional education institutions (658 institutions with 50,808 seats) in Bangladesh, whereas MoD played a partial role (16 institutions with 1775 seats). • A total of 33 policy instruments were identified through which MoHFW guided health professional education institutions. • The State Medical Faculty of Bangladesh (SMFB) operated as an autonomous body functioning through the Medical Act of 1914 from the British period. Though the Act was amended in 1949 in the period, it has not been revised since. • Of the seven profession categories, only the Bachelor of Dental Surgery (BDS) curriculum was updat- ed in 2016 after the declaration of the Sustainable Development Goals (SDGs) in 2015. The curricula for the other six professions were developed or updated during the period of the Millennium Devel- opment Goals (MDGs). • District quota system was in practice for admission of students into public sector health professional institutes only. Such quota provision was not available for private sector/nongovernment institu- tions. • Of the total 674 health professional education institutions, 541 (82%) belonged to the private/ nongovernment sector and the remaining 18% belonged to the public/government sector. • A total of 50,808 seats belonged to 658 health professional education institutions under the MoHFW, of which 78% (39,460) seats were in the private sector and the remaining 22% (11,348) in the public sector. • Of the total 50,808 seats, about 19% belonged to the physician or medical doctor category; the same percentage (i.e. 19%) to the diploma nurse category; 6% belonged to BSc nurse professional category, about 28% seats belonged to the medical assistant category, 21% seats belonged to the diploma medical technologist category, and 4% belonged to the midwife. Seat ratios for three professions, i.e. physician, nurse (including BSc in Nursing), midwife was 1: 1.26: 0.16. • Overall, 31 times increment in the total number of health professional education institutions under MoHFW was observed from 1971 (22) to 2016 (674). For medical colleges, the increment was about 17 times (from 6 to 105 institutes); for dental/BDS institutions, the increment was about 35 times (from 1 to 35 institutes); for diploma nursing institutes, the increment was about 20 times (from 8 to 157 institutes).

Geographical mapping • Of the total 674 health professional education institutions, about 41% (276) were concentrated in the , followed by 19% in the Division. • About 51% of the total medical colleges, 63% of the total dental colleges/units, 49% of the BSc in Nursing colleges, 34% of the total Diploma in Nursing Science and Midwifery (DNSM) institutes, 24% of the Diploma in Midwifery (DM) institutes, 37% of the total medical assistant schools and 54% of the total medical technology institutes were concentrated in the Dhaka Division. • Division did not have any dental college or unit until 2016. • No public sector Institute of Health Technology (IHT) was found in Division until 2016.

xxi Mapping of Health Professional Education Institutions in Bangladesh

• No public sector or government-owned Medical Assistance Training Schools (MATS) was found in four divisions – Barishal, Mymensigh, Rangpur and – until 2016.

Health professionals • During 2007–2016, of the 73,481 MBBS students admitted into all medical colleges, 55% were female and 45% were male. Of the 59% total students admitted into private sector medical colleges, 57% were female. Of the 38% students admitted into public sector medical colleges, 52% were female. • An increasing trend in the number of female students was observed during the study period. In 2007, the difference between the number of male and female students was only 2% but it went up to 23% in 2016. • During 2007–2016, 7476 foreign students were admitted into the MBBS course in Bangladesh, which is 10% of the total (73,481). However, an increasing trend in the number of foreign students was observed from 514 in 2007 to 1412 in 2016. • Of the 42,597 MBBS students who graduated during 2007–2016, 48% students were from public sector medical colleges and 50% were from the private/nongovernment sector medical colleges. The remaining 2% were from armed forces medical colleges. • Overall, 7% of the total number of available MBBS seats remained unutilized or vacant in 2016. • In 2016, 5454 students graduated, of which 45% (2461) were from government medical colleges and 53% (2895) were from the nongovernment medical colleges. • During 2007–2016, 7639 BSc in Nursing students were admitted, 3280 students graduated, and 2436 graduates received licenses. • During 2007–2016, 18,944 students acquired or graduated the DNSM course, of which 61% graduat- ed from public/government sector institutes. • In 2016, approximately 34% of the total number of DNSM seats remained unutilized or vacant; the majority of these belonged to private sector institutions. • During 2007–2016, 34,125 medical assistant (Diploma in Medical Faculty (DMF)) students were admitted, of whom 40% were female and 60% were male. Of the 15,752 students who graduated the DMF course, about 69% were from private sector institutions and the remaining 31% were from public sector institutions. • A total of 11 disciplines/specialties were offered and taught in various IHTs during the study period; all IHTs did not offer all 11 disciplines.

Education data management systems • No dedicated policy or strategy for digitalization of medical and allied health professional education was found during the study period. • Regulatory bodies, such as Bangladesh Medical & Dental Council (BMDC), State Medical Faculty Bangladesh (SMFB) and Pharmacy Council of Bangladesh (PCB), were maintaining registration and licensing data on paper. • Bangladesh Nursing & Midwifery Council (BNMC) was on track to develop an online database to include registration information of current students andgraduated students, and was able to estab- lish a fair interoperability with relevant institutions. • There was no definite location where all medical education data and information for MBBS, BDS, DMF and Diploma in Medical Technology (DMT) professionals, could be easily available.

xxii Mapping of Health Professional Education Institutions in Bangladesh

Recommendations

Recommendations related to health professional educational governance and Management Informa- tion System (MIS)

Recommendation 1: Formulate a health professional education digitalization strategy in response to the “Digital Bangladesh by 2021” commitment and the National Information and Communication Technology Policy 2015.

Recommendation 2: Strengthen the regulatory/legal status of the SMFB by adopting a proper Act/Law, as there is none in favour of institutions developed since the independence of Bangladesh.

Recommendation 3: Undertake steps to regularly update (ideally on a yearly basis) mapping data (as it changes every year) through establishment of an observatory cell at the respective implementing agen- cies (such as DGHS and Directorate General of Nursing & Midwifery (DGNM)).

Recommendation 4: Strengthen existing MIS of DGHS and DGNM by incorporating the key indicators of this mapping report, such as public and private distribution, nationality distribution of students and grad- uates, male and female distribution, and others.

Recommendation 5: Develop a computer-based database (preferable online with interoperability in place) linked to mapping databases at BMDC, BNMC, SMFB and PCB so that key health professional educa- tion data and information could be available with minimum effort.

Recommendation 6: Undertake steps to align curricula developed or updated during the MDG period (such as that of MBBS, basic BSc in Nursing, Diploma in Nursing, Diploma in Medical Faculty, Diploma in Medical Technology) with changing health needs in Bangladesh by incorporating key concepts of SDGs and covering all six major disciplines (i.e. laboratory medicine, radiology and imaging, radiotherapy, phys- iotherapy, dentistry and pharmacy).

Recommendation 7: Conduct health labour market analysis to assess and determine category-wise health workforce supply against the demand in the job market so that balanced production is ensured.

Recommendation 8: Formulate a national health workforce production plan in line with the national health workforce plan to ensure balance between supply and demand of the health workforce, as well as to avoid over-/underproduction of a certain category of workforce.

Recommendation 9: Undertake special measures to report on the number of functional and nonfunctional education institutions (especially among MATS and IHTs) to avoid over-/underreporting on health profes- sional education institutions in the country.

Recommendation 10: Regularly publish the progress of key indicators of this report such as the number of yearly admissions, graduated and registered/licensed major health professionals (i.e. physician, dental surgeon, nurse, midwife, medical assistant and technologist) with their male–female distribution, public–private distribution, nationality and geographical distribution in the annual health bulletin of the DGHS and the Human Resources for Health (HRH) country profile/HRH data sheet.

Recommendations related to geographical mapping of health professional education institutions

Recommendation 11: Discourage the establishment of any new health professional education institution in the Dhaka Division (because 41% of the total health professional education institutions (674) are

xxiii Mapping of Health Professional Education Institutions in Bangladesh

concentrated in the Dhaka Division) and encourage their establishment in other divisions to ensure regional balance and equity in accessibility.

Recommendation 12: Explore why the did not have any dental college or unit.

Recommendations related to health professional production and supply

Recommendation 13: Strengthen the monitoring, supervision and quality assurance mechanisms of government sector institutions at all levels to ensure quality education and protect public interest, since a significant number of students are getting admitted into (on an average 59% MBBS students and 48% DNSM students) and graduating from private sector institutions (50% MBBS graduates and 39% DNSM graduates) every year.

Recommendation 14: Undertake an assessment or survey of foreign students (since approximately 10% of total admitted MBBS students were foreign nationals and their numbers showed an increasing trend) regarding their choices and preferences in Bangladesh, in order to attract more students in future.

Recommendation 15: Take steps to investigate why there were significant differences among the total number of admitted students, graduated students and registered/licensed professionals for MBBS, BDS, DMF, DNSM and BSc in Nursing with the respective professional councils.

Recommendation 16: Undertake similar assessments for institutions related to alternative medical care professionals and also for the institutions under the Ministry of Education.

xxiv Mapping of Health Professional Education Institutions in Bangladesh

1. Introduction

1.1. Background The Government of Bangladesh (GoB) aspires to achieve Sustainable Development Goals (SDGs) by 2030. This means that the government is aiming to reach the targets set for SDG 3 (Ensure healthy lives and promote wellbeing for all at all ages) by 2030 that includes the attainment of universal health coverage (UHC). To pave the way, GoB has approved the 4th Health, Population and Nutrition Sector Support Programme (HPNSP) (2017–2022) to ensure access to quality and equitable health care in a healthy environment for all that necessitates a competent and committed health workforce, for which quality and standard health professional education and training is required. Since health professionals are critical supply side inputs to the health system, this study broadly aims to map out: (i) health professional educa- tion institutions in Bangladesh under the Ministry of Health and Family Welfare (MoHFW) withthe purpose to assess the type and number of categories of health professionals produced in the country; and (ii) production capacity of the respective educational institutions to support informed health workforce policy and planning.

1.2. Health workforce and health systems Health workforce is one of the six building blocks of the health system and one of the key health system inputs. 1 Health workers are the foundation of the UHC as they provide services to care seekers and keep health systems active.2 UHC aims for greater population coverage and service coverage, healthcare bene- fits and financial protection, by extending the benefits package and improving the quality of care provid- ed. This requires adequate attention to the governance and management of the healthcare workforce, including its stock, skill-mix, distribution, productivity and quality. Proper governance as well as manage- ment of the health workforce requires the study of the health system – how the system is constituted, who delivers the care and how?3

The health system in Bangladesh is pluralistic in nature due to the presence of multiple stakeholders or providers4. These providers represent both public and private sectors with formal and informal education and training. For healthcare delivery (demand side), there are three levels of facilities: (i) primary level, (ii) secondary level and (iii) tertiary level; and all the three are interconnected with the referral mechanism (Box 1). On the supply side, there are health professional education and training institutions. The Global Independent Commission’s article in the Lancet on “Health professionals for a new century”3 urges for an integrative framework due to the complex interface or interactions between: (i) education and (ii) health.

1 Working together for health – The World Health Report 2006. Geneva: World Health Organization; 2006 (https://www.who.int/ whr/2006/whr06_en.pdf, accessed 7 December 2018). 2 Human Resources for Health: foundation for Universal Health Coverage and the post-2015 development agenda. Report of the Third Global Forum on Human Resources for Health. 10-13 November 2013. Recife, Brazil. Global Health Workforce Alliance and World Health Organization; 2014 (https://www.who.int/workforcealliance/knowledge/resources/report3rd_GF_HRH.pdf, accessed 10 December 2918). 3 Frank J, Chan L, Bhutta ZA, Cohen J, Crisp N, Evans T, et al. Health professionals for a new century: transforming education to strengthen health systems in an independent world. Lancet 2010;376:1923-58. doi: 10.1016/S0140-6736(10)61854-5. Epub 2010 Nov 26. 4 Ahmed SM, Evans TG, Standing H, Mahmud S. Harnessing pluralism for better . Lancet 2013;382:1746-55.

1 Mapping of Health Professional Education Institutions in Bangladesh

Box 1: Organizational structure of the health system and scope of the health workforce in Bangladesh A B Division Secondary and tertiary Tertiary Formally hospitals health-care facilities trained District allopaths (eg, District doctors, hospitals nurses, dentists) Subdistrict health centre MAs and FWVs Primary health care SACMOs Unions Union health Informal facilities providers and family welfare centre Village doctors Homoeopath Traditional Faith Wards Community Clinics birth attendants healers Drug shop GO/NGO attendants Villages community health Kabiraj or works Totka

Source: Ahmed SM, Evans TG, Standing H, Mahmud S. Harnessing pluralism for better health in Bangladesh. Lancet 2013;382:1746-55. From a systems perspective, the interdependence of health and education sectors is obvious. A balance between these two systems is critical for efficient, effective and equitable health services for all. In the Global Independent Commission’s article, the role of the labour market is well acknowledged, which governs the fit and misfit between demand and supply of health professionals (Box 2). The educational institutions determine the current production of health professionals in terms of their types, quantity and quality.

However, in reality there are imbalances among health professionals in the labour market related to – undersupply, oversupply, underemployment and unemployment. These issues affect the whole health workforce planning process. To avoid these imbalances, the educational system must respond to the requirements of the health systems.5

Box 2: Interface between the education system and the health system

Supply of health Labour market of Demand of health workforce health professionals workforce

Provision Provision

Education system health system Demand Demand

Needs Needs Population

Source: Frank J, Chan L, Bhutta ZA, Cohen J, Crisp N, Evans T, et al. Health professionals for a new century: transforming education to strengthen health systems in an independent world. Lancet 2010;376:1923-58. doi: 10.1016/S0140-6736(10)61854-5. Epub 2010 Nov 26.

5Frank J, Chan L, Bhutta ZA, Cohen J, Crisp N, Evans T, et al. Health professionals for a new century: transforming education to strengthen health systems in an independent world. Lancet 2010;376:1923-58. doi: 10.1016/S0140-6736(10)61854-5. Epub 2010 Nov 26

2 Mapping of Health Professional Education Institutions in Bangladesh

2. Health professional education in Bangladesh

“Health professional” is an all-encompassing term that includes individuals with the knowledge and/or skills to contribute to the physical, mental and social well being of a community.6 Health professional education refers to a process by which health professionals are trained and made ready through develop- ment of knowledge and/or skills to render healthcare services. Quality education is expected to produce quality professionals. In Bangladesh, various types of health professionals are produced by the respective educational institutions: Bachelor of Medicine and Bachelor of Surgery (MBBS) produces physicians/medi- cal doctors, Diploma in Nursing Science and Midwifery (DNSM) produces nursing and midwifery profes- sionals, Diploma in Medical Technology (DMT) produces technologist professionals and others. Table 1 shows the major health professional categories, their respective courses and the length of education.

Table 1: Major health professional categories and their respective degrees with length of education

Health professional Name of the degree and length of education category Bachelor of Medicine and Bachelor of Surgery (MBBS), 5 years plus 1 year Physician internship Dental surgeon Bachelor of Dental Surgery (BDS), 5 years plus 1 year internship Bachelor of Science in Nursing, 4 years Nurse Diploma in Nursing Science & Midwifery, 3 years Midwife Diploma in Midwifery, 3 Years Medical assistant Diploma in Medical Faculty, 3 Years plus 1 year Internship Pharmacist Diploma in Medical Technology – Pharmacy, 3 years Diploma in Medical Technology – Lab Technology, 3 years Diploma in Medical Technology – Radiology, 3 years Diploma in Medical Technology – Radiotherapy, 3 years Diploma in Medical Technology – Dental Technology, 3 years Diploma in Medical Technology – Physiotherapy, 3 years Medical technologist Diploma in Medical Technology – Sanitary Inspector Training, 3 years Diploma in Medical Technology – Operation Theater Assistance, 3 years Diploma in Medical Technology – Intensive Care Assistance, 3 years Diploma in Medical Technology – Prosthetics and Orthotics, 3 years Diploma in Medical Technology – Cardiology, 3 years

6Framework for action on interprofessional education & collaborative practice. Health Professions Networks Nursingand Midwifery. Human Resources for Health. Geneva: World Health Organization; 2010 (http://apps.who.int/iris/bitstream/han- dle/10665/70185/WHO_HRH_HPN_10.3_eng.pdf, accessed 9 December 2018).

3 Mapping of Health Professional Education Institutions in Bangladesh

3. Rationale

According to the United Nations High-Level Commission7 Report on Health Employment and Economic Growth (2016), there is a need-based demand of around 18 million health workforce in low- and middle-income countries to achieve SDGs by 2030. The largest needs-based shortage of health workforce is in South-East Asia – about 6.9 million.8 Bangladesh is one of the countries in the South-East Asia region that has severe shortage of health workforce with a density of 7.4 (doctor, nurse and midwife) per 10,000 population.9 The Global Human Resources for Health Strategy (2016) recommends a new threshold of doctor, nurse and midwife categories– 44.5 per 10,000 population. Bangladesh with 7.4 health workers per 10,000 population is far below the recommended threshold. Besides, in terms of skill-mix, Bangladesh has a reverse ratio of doctor, nurse and paramedics (1:0.51:0.023) against the international standard (1:3:5).10 Therefore, health workforce planning and development continues to be acritical task for the GoB.

Formulation of a comprehensive health workforce plan requires balance between supply and demand of various categories of the health workforce both in the short term and long term. This prioritizes the need to align health workforce production with service delivery systems.11

In Bangladesh, health workforce production data are easily available at agency/institution level (such as colleges, schools, training centres). However, data is not readily and comprehensively available at one central location or one place at the national level, which makes all planning efforts complex and lengthy. It is imperative to have information on relevant categories of the workforce (such as who they are (type), how many they are, how many are joining the health labour market, public and private contribution) for better need-based planning and management as well as for quality assurance of education in the health system.

Therefore, it is important to have an updated health workforce supply data platform or database to support the formulation of comprehensive Human Resources for Health (HRH) plan to match the needed health workforce supply/production to the projected requirement. This is not only useful for planning but also to assess situations in terms of strengths, weakness, opportunity and threats to support evidence-based decision making regarding the workforce on the supply side. This should be linked to the central Human Resource Information System (HRIS), which can provide an excellent platform to capture all required data.

7Working for health and growth: investing in the health workforce. Report of the High-Level Commission on Health Employment and Economic Growth. Geneva: World Health Organization; 2016 (http://apps.who.int/iris/bitstream/10665/250047/1/ 9789241511308-eng.pdf,accessed 8 December 2018). 8Global strategy on human resources for health: Workforce 2030. Geneva: World Health Organization; 2016 (https://ww- w.who.int/hrh/resources/global_strategy_workforce 2030_14_print.pdf, accessed 8 December 2018). 92017 health SDG profile: Bangladesh. New Delhi: World Health Organization (updated on June 2017) (http://www.searo.who.in- t/entity/health_situation_trends/countryprofile_ban.pdf, accessed 7 December 2018). 10Health Policy 2011. Ministry of Health and Family Welfare, Government of Bangladesh (in Bangla). 11Bangladesh health workforce strategy 2015: On the move. [website]. (http://www.searo.who.int/bangladesh/news/ BAN_HTS/en/, accessed 10 December 2018).

4 Mapping of Health Professional Education Institutions in Bangladesh

4. Objectives

The study aims to inform the agenda for improvement and alignment of health professional education to the health system strengthening needs of the country, and also indirectly the strategic needs and priori- ties of the health workforce in line with the 4th HPNSP (2017-2022). The aims are listed below. (i) To describe the governance mechanism of health professional education institutions in Bangladesh (educational governance). (ii) To comprehensively map out health professional education institutions in both public and private sectors in Bangladesh and gather summary data of selected variables for the period 2007–2016 (geographical mapping and a 10-year database). (iii) To produce a summary analysis of the number of admissions and graduates registered by relevant registering bodies, respective boards and licensing organizations, by professional category and sex for the period 2007–2016 (admission and registration). (iv) To recommend a system to be put in place, in collaboration with Management Information System (MIS) units, for regularly capturing data on preservice health professional education in education data management system/HRIS (education management information systems). 5. Scope of the assessment

This mapping study primarily aimed to focus on seven broad categories of health professionals who received formal academic training from government-recognized institutions under the MoHFW. It only considered undergraduate health professional education institutions offering the following academic certificates (see Table 2):

Table 2: Types of degrees and the institutions offering these degrees

Type of degrees Institutions that offer the degrees Bachelor of Medicine and Bachelor of Surgery Medical Colleges; Armed Forces/Army Medical (MBBS) College Bachelor of Dental Surgery (BDS) Dental College/Unit Diploma in Medical Faculty (DMF) Medical Assistance Training School (MATS) Diploma in Medical Technology (different Institute of Health Technology (IHT) fields/disciplines) Bachelor of Science in Nursing (BScN) Nursing College Diploma in Nursing Science and Midwifery Nursing Institute; Nursing College (DNSM) Diploma in Midwifery (DM) Nursing College; Midwifery Institute (This course is offered at a selected number of nursing colleges.)

Other ministries also took part in the education and development of health professionals in Bangladesh (such as Bangladesh Technical Education Board (BTEB) under Ministry of Education (MoE) and Ministry of Defense (MoD)), but they operated in a limited manner. This assessment focused on health professional education institutions under the MoHFW to a large extent and those under the MoD to some extent.

This assessment presented an overall description of the existing educational governance mechanism of the respective academic institutions engaged in producing respective health professionals. It also provided

5 Mapping of Health Professional Education Institutions in Bangladesh

10-year (2007–2016) input–output in terms of the total number of admitted students and graduated professionals database for the seven categories of health professionals (physician, dental surgeon, nurse, midwife, medical assistant, pharmacist, medical technologist).

Diagram 1: Priority areas of focus

Educational governance

Health workforce production in past 10-years (2007–2016)

Registration and licensing

Education management information systems

6. Methodology

Under the leadership of the Director, Medical Education & Health Manpower Development (ME&HMD), Directorate General of Health Services (DGHS), a Technical Advisory Committee (TAC) was formed with specific terms of reference (ToR) and membership of key stakeholders to guide and follow up for success- ful completion of the study. A copy of the composition of TAC is attached in the Annex 1 for reference. To support TAC, a Technical Working Group (TWG) consisting of seven members was also established as the Secretariat for the study under the guidance of TAC (Annex 2). Study protocols/tools and checklists were developed in consultation with TAC and finalized after field-testing (Annex 3).

Official/government orders to the relevant academic institutions were issued along with the tool/tem- plate consisting of necessary indicators to be filled in. Group discussions, field visits and stakeholder consultations were carried out as part of the study. Divisional- and district-level field visits were also conducted for data collection, validation and quality check. However, data validation and quality check were carried out on a timely basis by the study team for a selected number of health professional educa- tion institutions.

Institutes involved and data sources: Office of the Director ME&HMD was the focal point of the assess- ment. This Office directly coordinated and collaborated with the Directorate General of Nursing & Midwifery (DGNM) and Bangladesh Nursing & Midwifery Council (BNMC), Bangladesh Medical & Dental Council (BMDC), State Medical Faculty of Bangladesh (SMFB) and the Pharmacy Council of Bangladesh (PCB).The Office also coordinated with the respective medical colleges, dental units and colleges, IHTs, MATS, nursing and midwifery academic institutions for collecting necessary data and information as per the prescribed formats. For assessment of education management information systems, the ME&HMD coordinated with the management information systems of BMDC, BNMC, DGHS, DGNM, PCB and SMFB.

6 Mapping of Health Professional Education Institutions in Bangladesh

Methods followed: Overall, a census mapping approach was adopted for this study. In general, this study comprised literature reviews, including document review and collection of policy documents, group discussions and stakeholder consultations, development and distribution of tools/forms for collection and consolidation of necessary data and information. A list of policy documents is attached in Annex 4. Stake- holder consultations were organized based on the initial results of the assessment involving representa- tives from both public and private sector institutions.The methods that were used to address the respec- tive objectives are summarized in Table 3.

Table 3: Methods used to address the respective objectives of the study

Objectives Methods To describe the governance mechanism of health professional Document review and collection education institutions of policy documents (qualitative) To comprehensively map out health professional education institu- Primary data collection tions in both public and private sectors in Bangladesh and gather through development of summar y data of selected variables for the period 2007–2016 tool/form (quantitative) To produce a summary analysis of the number of admissions and Primary data collection graduates registered by relevant registering bodies, respective through development of boards and licensing organizations, by professional category and tool/form (quantitative) sex for the period 2007–2016 To recommend a system to be put in place, in collaboration with Existing MIS review through MIS units, for regularly capturing data on pre-service health consultation and document professional education in education data management review (qualitative) system/HRIS

Duration: The study began in February 2017 and ended in October 2017.

Target population: Teaching workforce, undergraduate students, relevant administrative personnel, policymakers, public health professionals, researchers and related experts.

7 Mapping of Health Professional Education Institutions in Bangladesh

7. Key findings

7.1 Educational governance

Governance simply refers to the way and processes to govern that is acceptable to all major parties. It denotes the structures and processes that are in place to ensure accountability, transparency, responsive- ness, rule of law, equity and inclusiveness, and empowerment. Governance also represents the norms, values and rules of the game through which public affairs are managed in a manner that is transparent, participatory, inclusive and responsive.

United Nations Educational, Scientific and Cultural Organization12 states that good governance is not an abstract concept, but about ensuring students have access to well-funded schools that are responsive to local needs, and employ trained and motivated teachers. This includes the distribution of power in decision-making at all levels of an education system from the ministry level down to school and community.

The National Health Services Education for Scotland13 defines educational governance as: “The systems and standards through which organizations control their educational activities and demonstrate account- ability for continuous improvement of quality and performance”.

According to the Programme Implementation Plan of HPNSP,14 good governance mandates adherence to the principles of participation, by being responsive to the citizens’ view and encouraging decisions on the basis of consensus.

During literature review, no specific definition of the concept of “health professional education gover- nance” was found in the available literature in the context of Bangladesh. However, the study team derived a definition based on other available definitions of the concept. Health professional education governance refers to “the systems and procedures, both written and unwritten, which are used to control and guide for quality improvement and maintain at least minimum acceptable standards of educational performance by ensuring accountability to the stakeholders”.

This study focused on seven categories of health professionals, i.e. medical doctor, dental surgeon, nurse (both diploma and BSc), midwife, medical assistant and medical technologist. Production of each profes- sional category is governed by certain rules, regulations and guidelines introduced by the government. Table 6 indicates the major acts, rules, policy and guidelines approved by the MoHFW, GoB.

According to the Rules of Business 1996 of the GoB, the MoHFW, on behalf of the government, bears the major responsibility to formulate and implement the relevant law, policy, strategy, guideline and programme as appropriate for ensuring quality and standard health professional education in the coun- try. Educational governance at: (i) national level and (ii) institutional level.

12 Overcoming inequality: why governance matters. Education for All Global Monitoring Report 2009. France: United Nations Educational, Scientific and Cultural Organization; 2008 (http://unesdoc.unesco.org/images/0017/001776/177609e.pdf (accessed 7 December 2018). 13 Coward R. Educational governance in the NHS: a literature review. Int J Health Care Qual Assur 2010;23:708-17. 14 Ministry of Health and Family Welfare. Programme Implementation Plan. 4th Health, Population and Nutrition Sector Programme (4th HPNSP). January 2017- June 2022. Volumn 01. Planning Wing. Government of Bangladesh.

8 Mapping of Health Professional Education Institutions in Bangladesh

National level governance Box 3 denotes the interconnectedness of national level governance for educational institutions offering Bachelor’s degree level courses.

For Bachelor-level courses, this Box 3: Interconnectedness of different organizations for study took into account Bache- governance of Bachelor’s level courses lor of Medicine and Bachelor of Surgery (MBBS), Bachelor of MOHFW Dental Surgery (BDS) and Bache- Secretariat lor of Science in Nursing (BScN) level educational institutions. Directorates MoHFW played a major role in Professional Affiliated Council University approving the establishment of any educational institutions offering MBBS, BDS and BSc Health courses. Six wide-ranging stake- Professional holders (namely (i) government Education agencies, (ii) professional coun- Professional Institutions: Civil Society cils, (iii) affiliated , Association MBBS/BSc/Eqv. Organizations (iv) professional associations, (v) civil society organizations, and (vi) teacher and student com- Teachers & munities) were identified to play Students a critical role for governance of Community the related educational institu- tions.

(i) Government agencies (such as respective ministry and directorates): The ministry in this study refers to MoHFW that takes the lead in developing appropriate human resources in the health and family welfare sectors of Bangladesh. The ministry is the policy making and approving authority on behalf of the government. It is responsible for formulating all needed and relevant policies, strategies, plans and programmes for the development of human resources as per the health needs and demands of the people of Bangladesh. Directorates are technical agencies that implement policy and strategies. The Secretariat of the MoHFW has two divisions as per the Cabinet Division15 of the GoB in March 2016: (i) Health Services Division and (ii) Medical Education and Family Welfare Division (ME&FWD). The ME&FWD is responsible for formulating and implementing policies regarding medical education in Bangladesh. It also guides the administration of education related components attached with other directorates, such as ME&HMD Section of DGHS and Education and Training Section of DGNM.

15 Cabinet Division, Government of Bangladesh, Bangladesh Gazette, 16 March 2017, S. R. O. Number- 62-Law/2017. pp. 2533- 2539.

9 Mapping of Health Professional Education Institutions in Bangladesh

Table 4: Major functions of the focal departments for the respective courses Focal Registering Major functions of focal Course name sections/ department, body/council departments directorate/agency Administer admission test, BMDC compliance of available MBBS ME&HMD, DGHS policies/Acts, budgeting, and logistical support etc. BDS ME&HMD, DGHS idem BMDC Education and Training, BNMC BSc in Nursing idem DGNM Diploma in Nursing Education and Training, BNMC idem Science and Midwifery DGNM Education and Training, BNMC Diploma in Midwifery idem DGNM Diploma in Medical SMFB, BMDC ME&HMD, DGHS idem Faculty Diploma in Medical SMFB, PCB ME&HMD, DGHS idem Technology

For implementation of the above seven categories of professional courses in both public and private sector organizations, the ME&HMD, DGHS and Education and Training Section of DGNM undertake all the major steps (Table 4). These two departments in collaboration with the ministry and other relevant stake- holders (such as councils) standardize the criteria and pathways for admission into the respective colleges and institutes. DGHS organizes admission tests/examinations annually at the national level for the appli- cants of MBBS and BDS courses at both government and nongovernment intuitions.

(ii) Professional councils: Professional councils such as Bangladesh Medical and Dental Council (BMDC), Bangladesh Nursing and Midwifery Council (BNMC) and Pharmacy Council of Bangladesh (PCB) are the independent organizations and act as regulatory bodies. The ToRs and compositions are approved by the highest competent authority of the government, i.e. MoHFW and the Parliament. They lead on formulation of respective curricula, as well as set standards and criteria for evaluation and assessment of the respective courses. They register students and graduates and also provide licenses to the respective professionals.

(iii) Affiliated universities: In Bangladesh, certain universities – such as the , University of Chattogram, , and Shahjalal University of Science and Technology –certify and conduct examinations for Bachelor’s degree level courses. Bangabandhu Sheikh Mujib Medical University (BSMMU) conducts all postgraduate level examinations and provides certificates to those graduates.

(iv) Professional associations: Professional associations such as the Bangladesh Medical Association (BMA), Bangladesh Nurses Association, Bangladesh Midwifery Association, contribute to protect the rights of their respective professionals and promote career development initiatives. A comprehensive list of these professional institutions was not available during the study period.

(v) Civil society organizations: Civil society organizations serve as watchdogs of the performance of the respective health professional education institutions. There are many civil society organizations, such as Bangladesh Consumers Associations, Citizen Forum, Bangladesh Health Watch, nongovernment organiza- tions/associations, voluntary and charitable organizations.

10 Mapping of Health Professional Education Institutions in Bangladesh

(vi) Teacher and student communities: Teacher and student communities play a vital role at the national and institutional levels. They contribute to the development and standardization of the curriculum and code of conduct at the workplace.

The following flowchart denotes the national level governance of the diploma-level (3-year course) in respective educational institutions (Box 4):

Box 4: Interconnectedness of different organizations for governance of diploma level courses

MOHFW Secretariat

Directorates

Professional Civil society Council organizations

Health Professional Education Institutions: Teachers & Professional Diploma (3 yrs.) Association Students Community

The study identified five major stakeholders who contribute to and play a role in governance of the institu- tions providing diploma level courses. These include: the government (i.e. ministries, particularly MoHFW and its directorates), professional councils, professional associations, civil society organizations, and teacher and student communities.

Four broad categories of the workforce were identified under diploma courses –Diploma in Nursing Science and Midwifery (DNSM), Diploma in Midwifery (DM), Diploma in Medical Faculty (DMF), Diploma in Medical Technology (DMT). Of these, the DMT course is offered in 11 disciplines. The respective direc- torate of the ministry organizes a central admission test. Nongovernment/private sector educational institutions organize their own admission tests and duly admit students.

Institutional level governance This is ensured by the respective institutional head and governing body. Government-owned as well as public sector academic institutions are run by the respective institutional Head or Principal, who is assist- ed by an academic council. There are also academic coordination committees and phase committees (a group of subjects) at the college level. Teacher and student communities also play a vital role by partici- pating in those committees.

In private sector institutions, the respective governing body plays a critical role in governance. MoHFW has specific rules/policies on governance of private/nongovernment medical/nursing/midwifery/technol- ogist educational institutions. A list of those policies is attached in Annex 4.

11 Mapping of Health Professional Education Institutions in Bangladesh

For ease of overall governance of related health professional education institutions, the GoB has formu- lated the following acts, policies, guidelines for effective implementation of the academic programme and appropriate development of human resources. These acts/policies/guidelines are summarized in Tables 6 and 7.

Table 5: Major acts/policies for governance of seven categories of educational institutions BSc in Nursing Diploma in Diploma in Diploma in Diploma in MBBS and BDS (BScN) Nursing Midwifery Medical Faculty Medical acts/policies Science and (DM) (DMF) Technology Midwifery (DMT) (DNSM) 1. Nongovernment Medical 1. BSc in 1. Private 1. Private 1. Private 1. Admission Colleges Establishment Nursing and nursing midwifery Medical Circular for and Administration BSc in Public institutes institutes Assistant IHT 2016 by Policy, 2011 (Amended) Health Nursing establishmen establishm Training School DGHS (in Bangla) (Basic & Post t and nursing ent and Establishment Basic) course midwifery and 2. Private 2. MBBS/BDS Admission Admission commencem course Administration Institute of Policy 2011 Policy, 2011 ent Policy, commence Policy, 2010 (in Health (in Bangla) 2009. (In ment Bangla) Technology 3. Bangladesh Medical and Bangla) policy, (IHT) Dental Council Act, 2010 2. Bangladesh 2014 (in 2. Bengal Establishment Nursing & 2. Curriculum Bangla) Medical Act and 4. Non-government Dental Midwifery update in 1914, which was Administration College Establishment Council 2006 2. Curriculum amended in Policy, 2010 and Administration Ordinance, update in 1949 as Bengal Policy, 2011 (in Bangla) 2016 2012 Amendment 3. Diploma in ( Pharmacy (3- 5. MBBS curriculum update 3. Basic BSc Amendment) years) in 2012 nursing Act for State curriculum curriculum Medical Faculty update in 6. BDS curriculum update in update 2006, of Bangladesh 2008 2016 revised draft produced in 3. Curriculum 4. Pharmacy 2017 update in 2008 Ordinance, Ordinance No. X111 of 1976

Governance at the armed forces led health professional education institutions There are several health professional education institutions under the authority of the of Bangla- desh, established by the MoD, such as Armed Forces Medical College (AFMC), Armed Forces Nursing Institute and others. Bachelor-level courses are affiliated with the of Professionals and also recognized by the relevant professional councils. In 1999, the AFMC was established under the authority of the MoD. Recognizing the growing need of medical professionals, five more army medical colleges were established (by a sanctioned letter from the MoHFW), and the Honorable Prime Minister inaugurated them on 10 January 2015. All five army medical colleges are recognized as private sector medical colleges and have their own governance mechanism. A governing body is locally established under the commanding authority of the concerned Division and area under the . The overall governance mechanism of the army medical colleges is shown in Diagram 2.

12 Mapping of Health Professional Education Institutions in Bangladesh

Diagram 2: Overall governance structure of the army medical colleges 16

Ministry of Defense

Bangladesh Conduct Army University of Exam Army Medical Admin Headquarters Professionals College Award Discipline Degree (MBBS) Registration

Bangladesh Medical & Dental Council

16Army Medical College. Prospectus 2017-2019. https://www.amccomilla.edu.bd/newsimg/Prospectus-of-Army-Medi- cal-College-2017-2018.pdf (accessed 10 December 2018).

13 Mapping of Health Professional Education Institutions in Bangladesh

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14 Subject Sector MBBS BDS BScN ( Basic) DNSM DM DMF DMT National Public DGHS conducts the central Same as DGNM conducts admission DGNM conducts Same as DGHS conducts the DGHS conducts the merit list and admission test and prepares MBBS test for BSc nursing course nationwide admission DNSM admission test and admission test and through private a national merit list of those at national level. They test for DNSM course prepares a national prepares a national central who qualify for admission select the qualifiers at national level. They merit list of those merit list of admission into the MBBS course in including a waiting list only select the qualifiers who qualify for those who qualify for test. both public and private for the public sector including a waiting list admission into the admission into the medical colleges. nursing colleges. Private for the public and DMA course. DMT course. sector BSc nursing colleges private sector nursing conduct their own institutes. admission test separately. Mapping ofHealthProfessionalEducationInstitutionsinBangladesh

Quota Public 80% seats are filled up from Same as 60% of the total seats are 52 seats are reserved 20 seats are 15% seats are 70% seats are filled system the merit list and 20% seats MBBS filled up from the national for sons and reserved for reserved for up from the national are filled up from district merit list. 14 seats are daughters of freedom the daughters females under merit list. Remaining quota based merit list. reserved for sons and fighters. After that, of freedom divisional quota. If 30% is filled up from daughters of freedom 60% of the total seats fighters. 60% no qualified divisional quota. In 2% of the total seats are fighters. The remaining are are filled up from the seats are applicant is each public IHT, 16 reserved for sons and filled up from district merit list and 40% filled up from available, then seats (two for each daughters of freedom quota. seats are filled upfrom the national seats are filled up institute) are fighters. district quota. merit list and from the general reserved for the 40% are filled merit list. tribal population. up from district quota. A total of 40 additional seats (five for each) are reserved for sons and daughters of freedom fighters. Each IHT can admit two foreign students in each discipline. Private/ Government medical Same as Government college Government college Government Government Government college nongov- college admission policy is MBBS admission policy is admission policy is college college admission admission policy is applicable where applicable where applicable where admission policy is applicable applicable where ernment appropriate. Minimum 5% appropriate. Minimum 5% appropriate. Minimum policy is where appropriate. appropriate. seats are reserved for seats are reserved for 5% seats are reserved applicable Minimum 5% seats Minimum 5% seats economically poor but economically poor but for economically poor where are reserved for are reserved for meritorious students. meritorious students. but meritorious appropriate. economically poor economically poor students. Minimum 5% but meritorious but meritorious seats are students. students. reserved for economically poor but meritorious students. 15 Mapping of Health Professional Education Institutions in Bangladesh

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16 Mapping of Health Professional Education Institutions in Bangladesh

Summary findings

The findings indicate that the educational governance systems in Bangladesh are under the purview of MoHFW and its relevant directorates or agencies that are responsible for overall governance of the education systems of the seven health professional categories. A total of 33 policy instruments/docu- ments including academic curricula were identified during the study period. The key findings are listed below.

• MoHFW leads and shares the major responsibility of production and development of health profes- sionals and their respective health professional education institutions in Bangladesh; the MoD only plays a partial role. • The State Medical Faculty of Bangladesh (SMFB) operates as an autonomous body and has been in function through an Act of 1914 from the British period. Though the Act was amended in 1949, this is the only legal basis for SMFB. SMFB, on behalf of the GoB/MoHFW, recognizes IHTs and MATS in both public and private sectors, conducts examinations of the students of all IHTs and MATS and provides registrations to diploma graduates. • No Act/Law was found for governance and establishment of IHTs and MATS, especially for those in the private sector. These institutes are guided by a policy formulated by the MoHFW (see Annex 4). • Regarding curriculum updates of the seven professional categories, only the BDS curriculum was updated in 2016 after the declaration of the Sustainable Development Goals (SDGs) in 2015. The curricula for the other six categories, were developed or updated during the Millennium Develop- ment Goals (MDGs) period (2000–2015). The MBBS curriculum was updated in 2012. The DNSM and BScN curricula have not yet been updated or finalized since its inception in 2006. The DM curriculum was updated in 2012. The medical assistant curriculum was updated in 2009. Curricula of DMT in six major subjects (i.e. laboratory medicine, radiology and imaging, radiotherapy, physiotherapy, dentistry and pharmacy) were updated in 2008. • Nationally held central admission tests/examinations for selection of students into MBBS and BDS courses has been in practice. Every year ME&HMD, DGHS under the guidance of the MoHFW conducts the admission test for both public and private sector medical and dental colleges/units. This was not found in other categories of professionals during the study period. DGNM under MoHFW conducts DNSM and BScN admission examinations only for public sector or govern- ment-owned academic institutions. ME&HMD, DGHS conducts the same for public sector IHTs and MATS. Private sector institutions conduct their own admission tests/examinations for DNSM, DM, DMF and DMT courses. The AFMC and other army medical colleges conduct their own admission processes as per guidelines of the BMDC. • Health professional education institutes (medical colleges, dental colleges and units, nursing colleges, nursing institutes, midwifery institutes) that are under the direct control of MoHFW and its directorates follow similar governance and administration structures and tuition fee payment systems, by category. AFMC and other army medical colleges and institutes have their own fee struc- ture. • Diverse quota systems (district quota, freedom fighter quota and tribal quota) are in practice for admission of students in government-owned health professional institutes. Such quota provision is not available in the private sector/nongovernmental institutions.

17 18 Figure 3:Totalnumberofseatsamongvarioushealth professionaleducationcategories(by2016) to 2016. Therewerenodentalcollegesandnursinginstitutes underthearmedforces. up institutes nursing six and IHTs; two MATS; two ofarmed colleges; medical were theauthority six these, Of were under forces/army. institutions education professional health 16 that shows 2 Figure Figure 2:Numberofhealthprofessionaleducationalinstitutionsrunbyarmedforces/army(by2016) MATS (31%),nursinginstitutes(24%)andIHTs(16%). of number a significant shows also figure The sector. government/public the in were (18%) institutions 117 and sector nongovernmental/private the in were (82%) institutions 541 these, Of 2016. December until by MoHFW recognized were institutions education professional health 658 1, Figure to According Figure 1:Totalnumberofhealth professional educationalinstitutionsrecognized byMoHFW, GoB (by2016) Health professionaleducationinstitutionsingeneral to theprofessionalcategories. according produced were maps and graphs charts, following the data, collected the on Based study. this out in mapped were institutions respective their and professionals health identified of categories Seven 7.2 Mappingofhealthprofessionaleducationinstitutions

Number Number Number 10000 15000 100 150 200 250 5000 50 0 2 4 6 8 0 0 eia olg Dental Medical College 30 edical Medical Mapping ofHealthProfessionalEducationInstitutionsinBangladesh C ollege MBBS 69 3234 6

6200 99 9434 C Colleges/Unit olleges 9 D BDS 532 Government Government en 26 1400 0 tal /U

1932 35 nit N ursing in in BSc. 1035 8 N

2185 MAT ASITNrigClee Nursing NursingColleges IHT MATS Name ofinstitutions a 198 me o 2 T

3220 Nongovernment Nongovernment y IH S 206 pes fins NMD DNSM o 2580 fins 7035 titu 8 tions titutes 9615 95 2 T 103 iplom

Mid 975 Total 560 Total w a ife

in in 1535 19 C N ry olleges ursing ursing 39 6

M DMT DMA 716 58 13530 14246 I 43 Institutes ns N ursing ursing titutes 114

2276 0

8550 157 10826

Mapping of Health Professional Education Institutions in Bangladesh

Figure 3 denotes that 50,808 seats were created in 658 health professional education institutions associ- ated with the MoHFW. Of the total, 78% (39,460) seats were in the nongovernment/private sector while the remaining 22% (11,348) seats were in the government/public sector. Of the total number of seats, 19% belonged to MBBS graduate professionals, 4% to BDS graduate professionals, 28% to medical assis- tant professionals, 21% to medical technology professionals, 6% to BSc nursing professionals, 19% to diploma in nursing and midwifery professionals and 3% to diploma in midwifery professionals. The seat ratio of physician, nurse (including BScN) and midwife was 1.00:1.36:0.16.

Figure 4: Percentage of seat distributions among various health professional education categories (by 2016)

MBBS Category-wise seats distribution BDS

3% Medical Assistant 19% 19% 4% Medical Technology 6% BScN

28% 21% Diploma in Nursing and Midwifery Diploma in Midwifery

Figure 4 shows that 28% of total seats among the health professional education institutions belonged to the medical assistant professionals, followed by medical technology (21%), nursing and midwifery (19%) and MBBS (19%), whereas only 4% of seats belong to BDS professionals.

Figure 5: Number of seats in the health professional educational institutions run by army medical colleges (by 2016)

800 700 700 600 500 390 er 400 b 375 310 um 300 N 200 100 0 MBBS MATS IHT B Sc. in Nursing Type of institutions

A total of 16 institutions were run by the army medical colleges with a total 1775 seats (Figure 5). AFMC could admit 375 MBBS students and there were 310 seats for the BScN course.

19 Mapping of Health Professional Education Institutions in Bangladesh

Figure 6: Number of health professional education institutions 1971–2016

250 Medical College Dental College MATS IHT 208 200 Nursing College Nursing Institute 157 150 105 105

Number 100

62 61 57 64 50 47 33 29 33 30 35 17 11 17 6 1 2 5 8 8 1 7 2 6 3 7 2 6 9 7 5 8 0 0 1971 1980 1990 2000 2010 2016 Year

Figure 6 shows a significant increase in the number of key health professional education institutions between 1971 and 2016; i.e. from 22 to 674 in 45 years (31 times increase). There were six medical colleges in 1971 that increased to 29 in 2000 (five times increase) and 105 in 2016 (over 17 times increase- from year 1971). Number of dental colleges increased from only one in 1971 to 35 in 2016. There was no MATS in 1971 but in 2016 there were 208 MATS. Nursing colleges and institutes increased from 5 and 8 in 1971 to 64 (about 13 times increase) and 157 (about 20 times increase), respectively. The number of nurs- ing institutions tripled from 57 to 157 from 2010 to 2016, contributing to the increase in number of nurses in Bangladesh.

Figure 7: Distribution of health professional education institutions among various divisions of Bangladesh

80 76 Medical College Dental Colleges 70 MATS IHT 60 54 Nursing Colleges Nursing Institute 50 51 50 47 er b 40

um 34 30 N 30 23 22 20 20 21 20 16 15 15 16 12 10 10 10 10 9 10 8 6 6 5 7 6 5 7 5 7 4 5 2 3 4 2 2 1 3 2 3 3 3 2 2 0 0

Chattogram Division

Figure 7 denotes division-wise distribution of 674 health professional education institutions in Bangla- desh. About 41% of the total institutions were concentrated in the Dhaka Division, followed by the Rajsha- hi Division (19%). More than half (about 51%) of the total medical colleges were located in Dhaka. About 63% of the total dental colleges/units (22 out of 35) were concentrated in Dhaka. The geographical locations of these institutions are depicted in Map 1.

20 Mapping of Health Professional Education Institutions in Bangladesh

Map 1: Geographical locations of all health professional educational institutions in Bangladesh Health Professionals’ Education Institutions in Bangladesh

Type of Institution Medical College (105) Dental College/Unit (35) MATS (208) IHT (105) Nursing College (BSc.N) (59) Nursing College and Institute (DNSM) (183) Nursing college & Institute (DM) (54) Division Barishal (29) Chattogram (72) Dhaka (304) Khulna (60) Mymensingh (37) Rajshahi (143) Rangpur (66) Sylhet (39)

More than half of the IHTs, nursing colleges and nursing institutes were also concentrated in Dhaka. This would have strong implications on the density of the formally trained workforce geographically.

Figure 8: Total number of health professionals admitted, graduated and registered/licensed in 2007–2016 (10 years)

80000 73481 Admitted Graduated Registered 70000

60000

50000 er 42597 b 40000 35993 um 34125 N 30599 30000 29852 18996 18944 20000 18309 15752 10313

10000 7639 6647 5333 4699 3402 3280 2436 1190 1187 0 MBBS BDS DMF DMT BSc. Nursing DNSM DM Name of degrees

Note: DMT included all 11 disciplines including pharmacy

Figure 8 indicates that 189,411 prospective health professionals were admitted in seven academic courses and 107,406 students graduated. Of the graduates, 67,957 were registered or licensed by the respective councils as mandatory for professional practice. The total numbers include all Bangladeshi and non-Ban- gladeshi professionals.

21 Mapping of Health Professional Education Institutions in Bangladesh

The calculation was based on year-wise input and output, and not batch-wise. The average graduation rate against the total number of admitted students (all categories) during 2007–2016 (189,411) was 57%. The number of admissions seems high because the number of schools increased many-fold from 2010 to 2016, and many of the new students have not graduated yet.

Of the 189,411 admitted students, 39% were in the MBBS category, 5% in BDS, 18% in Diploma in Medical Faculty (DMF), 16% in DMT category, 4% in BScN, 16% in Diploma in Nursing and Midwifery (DNSM), and the remaining 2% in Diploma in Midwifery (DM) category. The ratio of admission data among MBBS, DNSM and DMT was –1 (physician):0.42 (diploma nurse):0.41 (medical technologist).

Of the 107,406 graduates, 40% were in the MBBS category, 6% in BDS, 15% in DMA, 18% in DMT, 3% in BScN, 18% in DNSM, and only 1% in DM.

Of the total graduates, 67,957 (about 36%) were registered or licensed with various licensing bodies (i.e. BMDC and BNMC); of these 53% were MBBS professionals, 7% dental graduate professionals and 27% diploma nursing and midwifery professionals. Skill-mix imbalance was certainly prominent in the health workforce.

Summary findings • Of the 674 health professional education institutions identified as of December 2016; 658 (98%) were recognized by the MoHFW and 16 were recognized by the MoD. • Of the 674 health professional education institutions, about 41% (276) were concentrated in the Dhaka Division, followed by the (19%). • Of the 674 health professional education institutions, 541 (82%) belonged to the nongovernmental/ private sector and the remaining 18% were in the government/public sector. • There are 50,808 seats in the 658 health professional education institutions under MoHFW, of which 78% (39,460 seats) belonged to the private sector and the remaining 22% (11,348) belonged to the public sector. • Of the 50808 seats, about 19% belonged to each physician and diploma nurse categories; about 28% seats belonged to medical assistant category and 21% seats belonged to the diploma medical tech- nologist category; only 4% belonged to the midwife category. Seat ratios of the three professionals, i.e. physician, nurse (including BScN), midwife was 1: 1.26: 0.16. • Overall from 1971 to 2016, health professional education institutions under the MoHFW increased by 31 times, medical colleges increased 17 times, dental/BDS institutions increased 35 times, and diploma nursing institutes increased 20 times.

22 Mapping of Health Professional Education Institutions in Bangladesh

7.3 Health professional supply numbers

This section represents the number of students who applied and were admitted to the respective institu- tions, the number of graduates and the number of registered and licensed professionals by category. It includes data for the period 2007–2016 and takes into account distribution by public/government and private/nongovernment, sex, geography and nationality.

Medical college (MBBS)

General information MBBS admission is highly competitive in Bangladesh. A total of 85,207 and 82,856 applicants took the centrally organized admission test during 2016–2017 and 2017–2018, respectively. This means that on average eight applicants competed for a seat for the study of MBBS in 2017–2018; and an average of nine applicants competed for a seat for 2016–2017.

Table 7: Total number of applicants for MBBS admission during 2015–2018 against the number of avail- able seats Academic year Number of seats Number of applicants 2017 -2018 9809 82,856 2016 -2017 9809 85,207 2015 -2016 - 84,784 Total 252,847

Map 2 shows the division-wise distribution of medical colleges in Bangladesh based on their ownership types (i.e. government, nongovernment or armed forces). More than half (about 51%) of the total number of medical colleges were concentrated in the Dhaka Division.

Map 2: Divisional distribution of all medical colleges in Bangladesh based on the type of college

Medical College Armed Force Medical College (6) Government (Govt.) Medical College (30) Nongovernment (Nongovt.) Medical College (69) Division Barishal (Govt.-2, Nongovt.-0, Armed forces-0) Chattogram (Govt.-4, Nongovt.-9, Armed forces-2) Dhaka (Govt.-10, Nongovt.-43, Armed forces-1) Khulna (Govt.-4, Nongovt.-4, Armed forces-1) Mymensingh (Govt.-2, Nongovt.-1, Armed forces-0) Rajshahi (Govt.-4, Nongovt.-5, Armed forces-1) Rangpur (Govt.-2, Nongovt.-3, Armed forces-1) Sylhet (Govt.-1, Nongovt.-4, Armed forces-0)

23 Mapping of Health Professional Education Institutions in Bangladesh

The MoHFW through the DGHS organizes the central admission test and publishes the list of qualified applicants for MBBS first year admission in both public and private sector medical colleges. The number of seats in the medical colleges for foreign students is determined every year by a committee established by the Secretariat of the ME&FWD under MoHFW.

According to Figures 9 and 10, about 105 medical colleges were recognized by the GoB until 2016. Of these, about 29% (30) were owned and financed by the government/MoHFW; 66% were financed by the nongovernment/private sector; and about 6% belonged to armed forces/army, under the MoD. For Bangladeshi nationals, 3234 seats (about 33%) were available in government-owned medical colleges and 6200 seats (about 63%) were available in nongovernment/private medical colleges. The remaining seats were for the armed forces medical colleges for both Bangladeshi and non-Bangladeshi nationals. A com- mittee established by the ME&FWD, determined the number of seats for foreign nationals in MoHFW-led medical colleges, every year. According to the nongovernment medical college establishment and adminis- tration policy 2011 (revised)17, every nongovernment/private medical college can admit foreign nationals up to 25% of its total approved seats. Figure 9: Number of medical colleges up to 2016 Figure 10: Total number of available seats in 105 medical colleges in 2016

6 375

30 Government 3234 Government Nongovernment Nongovernment Armed Forces 6200 Armed Forces 69

Figure 11: Number of available seats and students admitted into MBBS in 2016

15000 Number of available Seats Number of admitted Students 9809

10000 9148 6200 5000 5421 3341 3234 386 375 0 Government Nongovernment Armed forces/Army Total Type of institutions

In the academic year 2016–2017, 93% of the total 9809 seats were filled up (Figure 11). In the government medical colleges, all seats for Bangladeshi nationals were filled up and 107 foreign students were also admitted under the South Asian Association for Regional Cooperation (SAARC) and non SAARCquota provision.18 Approximately 87% of the total seats in nongovernment medical colleges were filled up and 13% remained vacant.

17Non-government medical college establishment and administration policy 2011 (revised) (in Bangla). Ministry of Health and Family Welfare. Memo No. MOHFW/Med Edu-2/Law and Rules-3(part-2)/2008/162 Date: 22-06-2011 (in Bangla). 18Ministry of Health and Family Welfare. Foreign student’s admission under SAARC and non-SAARC quota in medical and dental colleges in 2016-2017 (in Bangla). Memo # MOHFW/Med Edu-1/MBBS and BDS/Foreign students admission-01/2016/847 (Date: 29/12/2016). According to this Memo, a total of 176 seats for the MBBS course and 40 seats for the BDS course were allocated to foreign nationals under SAARC and non-SAARC quota provision.

24 Mapping of Health Professional Education Institutions in Bangladesh

Figure 12: Distribution of medical colleges in various divisions of Bangladesh

60 54 Government 50 Nongovernment 43 40 Armed forces/Army Total er

b 30 um

N 20 16 10 10 9 10 9 5 5 6 5 4 4 4 3 4 3 1 2 1 1 2 2 2 1 1 2 1 0 0 0 0 0

Chattogram Division

Figure 12 shows that of the 105 medical colleges, 54 (51%) were based in the Dhaka Division including Dhaka city; 15% were in Chattogram Division; and about 10% were in Rajshahi Division. Of the 30 medical colleges in the public sector, 10 (33%) were in the Dhaka Division. Of the 69 medical colleges in the nongovernment/private sector, 43 (62%) were concentrated in the Dhaka Division.

Figure 13: Number of medical colleges established between 1971 and 2016

120 Government 105 100 Nongovernment 80 Armed forces/Army 69 Total 62 er 60 b 43 um 40 N 29 30 20 15 18 11 13 66 88 8 6 00 00 3 0 1 1 0 1971 1980 1990 2000 2010 2016 Year

There were only six medical colleges in 1971, and all were government owned (Figure 13). In 1990, eight government and three nongovernment medical colleges were started, totaling 11 medical colleges in Bangladesh. In 2000, the number grew to 29 (government, 13 and nongovernment, 15) and by 2016 it increased to 105, i.e. more than 262% increase in terms of establishment of new medical colleges in Bangladesh during 2000–2016. In 2000, there were only 13 medical colleges in the government sector and 15 medical colleges in the nongovernment/private sector, which increased to 30 and 69 in 2016, respec- tively. This indicated a 131% increase in the government/public sector and 360% increase in the nongov- ernment/private sector between 2000 and 2016.

25 Mapping of Health Professional Education Institutions in Bangladesh

Table 8: Comparison of total student expenses in government and nongovernment medical colleges in Bangladesh as per government instructions

Government medical college Nongovernment medical college Item of expenditure Amount in BDT Item of expenditure Amount in BDT Admission fees 12,000 Admission fees 1390,000 Internship allowance - Internship allowance 120,000 Tuition fees 6200 Tuition fees 480,000 Session fees - Session fees 300,000 Daily allowance 240,000 Daily allowance 240,000 Hostel 500 Hostel 450,000 Profession fees 15,600 Profession fees 15,600 Total fees 1115 Total fees 2596 Source: ME&HMD, DGHS19 2016

Table 9 shows that a student needs to pay and expend approximately BDT 274,300 for completion of the MBBS course in a government medical college. On the other hand, a student pays 11 times higher, approxi- mately BDT 2,995,600, for completion of the MBBS course in a nongovernment medical college.

Admission into MBBS course

Figure 14: Male–female distribution of students admitted into MBBS course during 2007–2016

80000

Male Female Total 73481 70000

60000

50000 er 43660 b 40000 40567 um 32914 N

30000 27915 24962

20000 18698 14392 13523 10000 1906 1213 0 693 Government Nongovernment Armed Forces/Army Total Type of institutes

Figure 14 indicates the total number of students with male–female distribution admitted into the MBBS course in both government and nongovernment institutions during 2007–2016. Of the total consolidate number of students (i.e. 73,481), approximately 55% were female and 45% were male. In the nongovern- mental sector, of the 43,660 students admitted (59% of total admitted students) 57% were female. In the government sector, of the 27,915 students admitted, 52% were female.

19Official memo, Medical Education and Health Manpower Development, Directorate General of Health Services, 07 September 2016.

26 Mapping of Health Professional Education Institutions in Bangladesh

Figure 15: Year-wise distribution of total students admitted into MBBS course during 2007–2016

12000 Male Female Total

10000 9781 9148 8000 8673 8004 8248 7366 er b 6000 6221 4983 5405 5045 5340 5791 4509 4737 um 4909 3977 N 4000 3348 4376 2957 3125 4103 2482 3389 3495 3512 3690 2666 2873 2000 2427 2383

0 2007 2008 2009 2010 2011 2012 2013 2014 2015 2016 Year

Figure 15 indicates that the number of total admitted students increased every year since 2007, except in 2016 (there was a decline from 2015). During 2007, the number of admitted male and female students was equal. But after that, the gap between the number of male and female students started increasing. After 2007, more female students were admitted into the medical colleges in both government and nongovernment colleges.

Figure 16: Number of students admitted into MBBS course during 2007–2016, by nationality

80000 Male Female Total 73481 70000 66005

60000

er 50000 b 40567 um

40000 37062 N 32914

30000 28943

20000

10000 7476 3971 3505 0 Bangladeshi Non-Bangladeshi Total Nationality

Of the total admitted students in both government and nongovernment institutions during 2007–2016, 90% were Bangladeshi and the remaining 7476 (10%) were non-Bangladeshi students (Figure 16). Of the non-Bangladeshi students, 47% were female. Among the Bangladeshi students, 56% (37,062) were female, which is significantly higher than the number of male students.

27 Mapping of Health Professional Education Institutions in Bangladesh

Figure 17: Year-wise distribution of the total number of Bangladeshi students admitted into MBBS course during 2007–2016

9000 Male Female Total 8466 8000 7573 7805 7736 7000 6792 7490 6000 5239 5634 5000 4623 4798 4395 4246 4397 er 4855 4387 b 4000 3718

um 3070 2861 3668 3349

N 2734 3000 2228 3074 3244 3176 3182 2378 2564 2000 2167 2121 1000 0 2007 2008 2009 2010 2011 2012 2013 2014 2015 2016 Year

Figure 17 clearly shows that the number of total admitted Bangladeshi students has been increasing every year since 2007 except in the year 2016 (there was a little decline from the year 2015). During 2007, the number of admitted male and female students was equal. But after that, the gap between the number of male and female students started increasing. After 2007, more female students compared to male students got admitted into both government and nongovernment medical colleges.

Figure 18: Year-wise distribution of total non-Bangladeshi students admitted into MBBS course during 2007–2016

1600

1400 Male Female Total 1315 1412 1200

1000

er 800 848 754 b 675 708

um 600 514 552 574 N 488 607 658 587 514 400 486 339 260 288 309 315 263 262 336 360 278 200 254 224 264 259 251 0 2007 2008 2009 2010 2011 2012 2013 2014 2015 2016 Year

Figure 18 denotes a gradual increase in the number of non-Bangladeshi students from 2007 to 2016 in both government and nongovernment medical colleges. The number of male students has been slightly more than the number of female students.

More graphs are available in Annex 5 regarding year-wise admission of MBBS students with male–female and nationality distribution in the public sector, private sector and armed forces medical colleges.

28 Mapping of Health Professional Education Institutions in Bangladesh

Graduation in MBBS

Figure 19: Total number of MBBS students who graduated during 2007–2016 from government, army and nongovernment medical colleges

45000 Male Female Total 40000

35000 42597 30000 25000 22763 21296 er 20452 19834 b 20000 um

N 15000 12472 10624 9828

10000 8824 5000 849 463 0 386 Government Nongovernment Armed forces/Army Total Type of institutes

Figure 19 denotes that 42,597 MBBS students graduated during 2007–2016, of which approximately 48% were from government medical colleges, 50% from nongovernment medical colleges and the remaining 2% from armed forces medical colleges.

Figure 20: Year-wise distribution of total number of MBBS students who graduated during 2007–2016

7000 Male Female Total 6000 5890 5170 5000 5492 5454 5013 4000 3866 er

b 3063 3032 3190 3034 3000 2699 3298 2747

um 2576

N 2700 2652 2037 2437 2423 2460 2420 2000 1660 1687 1406 1394 1611 1829 1000 1293 1258 1403

0 2007 2008 2009 2010 2011 2012 2013 2014 2015 2016 Year

Figure 20 indicates that on average a 7% increase in the total number of graduates was noted every year during 2007–2016, with an exception between 2015 and 2016. A gradual increase in the number of female graduates was also prominent during 2007–2016. There was an average increase of 8% every year during 2007–2016.

29 Mapping of Health Professional Education Institutions in Bangladesh

Figure 21: Total number of MBBS students who graduated during 2007–2016, by nationality

50000 Male Female Total 42597

40000 39285

er 30000 b 22763 21123 19834 um 20000 18162 N

10000 3312 1672 1640 0 Bangladeshi Non-Bangladeshi Total Nationality Figure 21 denotes that 92% of the total graduates were Bangladeshi citizens and about 8% were non-Ban- gladeshi. Of the total Bangladeshi graduates about 53% were female and of the total non-Bangladeshi graduates, about 50% were female.

Figure 22: Year-wise distribution of total Bangladeshi MBBS students who graduated during 2007–2016

6000 Male Female Total 5311 5190 5000 4711 4981 4574 4000 3563 ber 3000 2857 2770 2935 um 2548 3047 2524 2901

N 2350 2503 2289 2000 1909 2224 2187 2211 2376 1545 1552 1322 1315 1495 1654 1000 1226 1188 1312

0 2007 2008 2009 2010 2011 2012 2013 2014 2015 2016 Year

Figure 22 shows a gradual increase in the total number of graduates including both male and female segre- gation.

Figure 23: Year-wise distribution of total non-Bangladeshi MBBS students who graduated during 2007–2016

800 Male Female Total

600 579 459 511

er 400 439 b 303 262 324 um 226 236 N 206 264 251 175 249 200 151 149 213 223 255 115 135 133 84 79 128 116 131 67 70 91 0 2007 2008 2009 2010 2011 2012 2013 2014 2015 2016 Year

30 Mapping of Health Professional Education Institutions in Bangladesh

A gradual increase in the number of foreign MBBS graduates was noted from 2007 to 2016 with an excep- tion between 2015 and 2016 (Figure 23). Of the total 3312 foreign students who graduated, 50% were female.

Figure 24: Total number of MBBS students who graduated in 2016

6000 Male Female Total 5454 5000

4000 er 3034 b 3000 2895 2461 2420 um N 2000 1730 1224 1237 1165 1000 98 67 0 31 Government Nongovernment Armed forces/Army Total Type of institutes

Figure 24 denotes the total number of graduates of all nationalities (Bangladeshi and non-Bangladeshi) for 2016 with male and female distribution. A total of 5454 students graduated, of which 45% (2461) were from government medical colleges and 53% (2895) were from the nongovernment medical colleges.

Refer to Annex 5 regarding year-wise graduation of MBBS students with male–female and nationality distributions in the public sector, private sector and armed forces medical colleges.

Number of MBBS graduates registered with the Bangladesh Medical and Dental Council (BMDC)

Figure 25: Total number of MBBS graduates registered during 2007–2016, by gender

40000 35993 35000

30000

25000 er

b 20000 18411 17582 um

N 15000

10000

5000

0 Male Female Total Gender

According to BMDC data, 35,993 MBBS graduates were registered/licensed with them for professional practice during 2007–2016. Renewal of registration was mandatory for all physician practitioners as per regulation of the BMDC, however the total figures did not conform. Among the total number of registered graduates, 49% were female and 51% were male.

31 Mapping of Health Professional Education Institutions in Bangladesh

Figure 26: Year-wise distribution of registered MBBS graduates during 2007–2016

6000 5411 Male Female Total 5000 4678 4897 4926 4000 3145 3672 3080

er 3000 b 2291 2387 2382 2585 2712 1916 um 2345 1768 1657 2331 2510 N 2000 2341 1467 1237 1904 2296 1227 865 1488 1245 1118 1000 1054 1051

0 2007 2008 2009 2010 2011 2012 2013 2014 2015 2016 Year

On an average, 3599 MBBS graduates received registration/license from the BMDC every year. During 2007–2016, 1758 female and 1841 male MBBS graduates were registered/licensed with the BMDC every year.

Dental college (BDS)

General information Map 3 below illustrates the distribution of dental colleges/units among the eight administrative divisions in Bangladesh. Severe misdistribution of dental institutes was clearly notified.

Map 3: Geographical locations of dental colleges/units in Bangladesh

Dental College/Unit in Bangladesh

Dental College/Unit Government (Govt.) Dental College/Unit (9) Nongovernment (Nongovt.) Dental College/Unit (26) Division Barishal (Govt.-1, Nongovt.-0) Chattogram (Govt.-1, Nongovt.-1) Dhaka (Govt.-3, Nongovt.-19) Khulna (Govt.-0, Nongovt.-0) Mymensingh (Govt.-1, Nongovt.-0) Rajshahi (Govt.-1, Nongovt.-3) Rangpur (Govt.-1, Nongovt.-1) Sylhet (Govt.-1, Nongovt.-2)

According to Table 9 below, of the 35 dental institutes (including colleges and units) registered/recognized from the MoHFW until December 2016, nine were in the public/government sector and 26 were in the private/nongovernment sector. Of the total 1932 available seats, 532 (28%) were in government dental colleges/units and remaining 1400 (72%) were in the private/nongovernment dental colleges/units. The “unit” is not a separate or individual institution, but a part of the broader institution and in most cases, it is an extended organ of the respective medical college.

32 Mapping of Health Professional Education Institutions in Bangladesh

Table 9: Number of dental colleges/units offering BDS degree with available seats (by 2016) Number of dental Type of ownership Total Number of seats colleges/units College Unit Government 9 532 1 8 College Unit Nongovernment 26 1400 14 12 Total 35 1932

Figure 27: Total number of students admitted into BDS course against the available seats in BDS in 2016

2500 Number of available seats Numer of admitted students

2000 1932

1500 1400 1337 er b

um 1000 863 N 532 500 474

0 Government Nongovernment Total Type of institutes

Figure 27 shows that of the total 1932 seats for the BDS course in government and nongovernment dental colleges/units, 1337 (69%) students were admitted. Approximately 31% of the total number of seats was left vacant in academic year 2016–2017. Of the total 532 seats in the government colleges/units, 474 seats were filled up and about 11% (58 seats) remained vacant. On the other hand, of the 1400 seats available in the nongovernment sector in 2016, 863 seats (62%) were filled up and 38% were left vacant.

Figure 28: Distribution of dental colleges/units in various divisions in Bangladesh

Government Nongovernment Total 25 22 20 19

er 15 b

um 10 N 5 3 2 2 3 2 2 3 2 1 1 1 0 0 0 1 1 1 1 1 1 1 0 0

Chattogram Division

Figure 28 shows that the Dhaka Division consisted of the most number of colleges – 22 dental colleges/units, which is 63% of the total; of which 19 were nongovernment and three were government colleges/units. Khulna Division, had no dental college or unit, and the Barishal division had no private or nongovernment dental college/unit.

33 Mapping of Health Professional Education Institutions in Bangladesh

Figure 29: Number of dental colleges established since 1971 with interval of years

40 Government Nongovernment Total 35 35

30 26 25 er

b 20 17 um 15 14 N 10 9 9 6 5 3 3 3 3 1 1 1 1 0 0 0 0 1971 1980 1990 2000 2010 2016 Year

Figure 29 shows that only one dental college existed in 1971 and in 1980; in 2000, it increased to three government dental colleges and six nongovernment dental colleges/units. In 2010, the number of govern- ment dental colleges remained the same, but the number of nongovernment dental colleges increased to 14. In 2016, the number of government dental colleges/units increased to nine (200% increase in 16 years) and the number of nongovernment dental colleges/units increased to 26 (333% increase in 16 years).

Admission in BDS

During 2007–2016, 10313 BDS students were admitted into both government and nongovernment dental colleges/units (Figure 30).

Figure 30: Total number of students admitted into BDS course during 2007–2016, by type of institute

12000

Male Female Total 10313 10000

8000 7063 6974

6000 er 5100 b

um 4000 3339 3250 N 1963 2000 1874 1376

0 Government Nongovernment Total Type of institutes

Of the total 3339 students, 32% were admitted to government-owned dental colleges/units and the remaining 68% (6974) were admitted into the nongovernment dental colleges/units. Of the total admitted students, 68% were female and 32% were male. The number of female students (about 72%) was more in nongovernment colleges.

34 Mapping of Health Professional Education Institutions in Bangladesh

Figure 31: Year-wise distribution of total students admitted into BDS course during 2007–2016, by male–female segregation

1600 Male Female Total 1400 1283 1354 1270 1337 1200 1166 1082 1000 948 er 899 897 904 b 800 881 684 786 736

um 586 640

N 600 652 461 400 457 389 421 380 389 389 346 379 200 259 197 231 223 0 2007 2008 2009 2010 2011 2012 2013 2014 2015 2016 Year

Figure 31 shows a gradual year-wise increase in the total number of admitted students. However, on an average 1031 students were admitted every year for the study of BDS in Bangladesh during 2007–2016. This figure also denotes that on an average 706 female students and 325 male students were admitted every year in both government and nongovernment dental colleges/units.

Figure 32: Number of students admitted into BDS course during 2007–2016, by nationality

12000 Male Female Total 10313 10000 9798

8000 7063 6700 er b 6000 um N 4000 3250 3098

2000 515 363 0 152 Bangladeshi Non-Bangladeshi Total Nationality

Figure 32 indicates that of the 10,313 students admitted to BDS course, 9798 (95%) were Bangladeshi nationals and only 5% were non-Bangladeshi nationals. Among the total admitted students, 7063 (68%) were female and 3250 (32%) were male. Among the Bangladeshi students, 68% were female.

35 Mapping of Health Professional Education Institutions in Bangladesh

Figure 33: Number of total students admitted into BDS course in 2016

1600 Male Female Total 1400 1337 1200 948

er 1000 863 b 800 645 um 600 N 474 389 400 303 218 200 171 0 Government Nongovernment Total Type of institutes

Figure 33 indicates the total number of BDS students admitted in the year 2016 with male and female distribu- tion in the government and nongovernment dental colleges/units. The number of female students was on the rise in comparison to the number of male students for both government and nongovernment institutions.

Graduation in BDS Figure 34: Total number of BDS students who graduated during 2007–2016

7000 Male Female Total 6647 6000 5000 4954 4403 4000 3459 er b 3000

um 2244 N 2000 1693 1495 1000 749 944 0 Government Nongovernment Total Type of institutes According to Figure 34, of the 6647 BDS students who graduated during 2007–2016, 25% were from government dental colleges and the remaining (75%) from the nongovernment dental colleges; and of the total graduates, 34% were male and 66% were female.

Figure 35: Year-wise distribution of total number of BDS students who graduated during 2007–2016

1000 Male Female Total 900 851 917 800 700 656 645 726 741 611 600 580 637 er

b 465 553 500 513 421 423 527 um 400 370 466 N 274 348 300 326 275 280 187 205 199 200 235 222 240 191 210 100 0 2007 2008 2009 2010 2011 2012 2013 2014 2015 2016 Year

36 Mapping of Health Professional Education Institutions in Bangladesh

The trend in distribution of BDS students shows that the number of graduates was increasing almost every year (Figure 35). The figure also indicates that the number of female graduates was consistently more than the number of male graduates.

Figure 36: Total number of BDS students who graduated during 2007–2016, according to nationality

10000 Male Female Total 6647 5860 er

b 5000 3828 4403

um 2244

N 2032 787 212 575 0 Bangladeshi Non-Bangladeshi Total Type of institutes

Of the 6647 BDS students who graduated during 2007–2016, 88% were Bangladeshi and 12% were non-Bangladeshi. Of the total number of BDS graduates, 66% were female and 34% were male; 73% of non-Bangladeshi graduates, were female.

Figure 37: Total number of BDS students who graduated in 2016

1000 Male Female Total 917

800

608 637

er 600 b 462

um 400 N 309 280 175 200 134 146

0 Government Nongovernment Total Type of institutes

Of the total 917 graduates in 2016, 69% were female and 31% were male (Figure 37). Furthermore, about 34% of the total students graduated from government dental colleges/units and 66% from nongovern- ment dental colleges.

Figure 38: Number of Bangladeshi BDS students who graduated in 2016

1000 Male Female Total 867

562 401 500 428 305 266

Number 132 173 134 0 Government Nongovernment Total Type of institutes

Figure 38 shows that 867 Bangladeshi BDS students graduated in 2016, of which 69% were female and 31% were male. Among the graduates, 57% graduated from nongovernment dental colleges and 43% from government dental colleges.

37 Mapping of Health Professional Education Institutions in Bangladesh

Figure 39: Number of non-Bangladeshi BDS students who graduated in 2016

60 Male Female Total

50 50 46

40 36 34 30

20

Number 14 12 10 4 2 2 0 Government Nongovernment Total Type of institutes

Figure 39 shows that of the total 50 non-Bangladeshi students who graduated in 2016, 72% were female (36) and 28% were male (14). Only four students graduated from government dental colleges.

Number of BDS graduates registered with Bangladesh Medical and Dental Council (BMDC)

Figure 40: Total number of BDS graduates who registered during 2007–2016

5000 4699

4000

3000 2828

Number 2000 1871

1000

0 Male Female Total Gender

According to Figure 40, 4699 BDS graduates registered with the BMDC during 2007–2016. This included- both Bangladeshi and non-Bangladeshi nationals. Of these 40% were female and 60% were male.

38 Mapping of Health Professional Education Institutions in Bangladesh

Figure 41: Year-wise distribution of registered BDS graduates during 2007–2016

700 Male Female Total 584 600 498 512 563 500 515 456 472 468 380 356 400 414 403 275 293 296 343 259 257 300 202 255 Number 213 201 172 183 200 205 154 181 101 113 100 74

0 2007 2008 2009 2010 2011 2012 2013 2014 2015 2016 Year

A fairly increasing trend in the number of registered BDS graduates was noted (Figure 41) despite fluctua- tions in the number of male and female BDS graduates. The number of male graduates was greater than female. Moreover, in terms of the numbers of admitted students and graduates, the females were more prominent. Refer to Annex 5 for data on year-wise admission and graduation of BDS students with male–female and nationality distributions in the public sector and private sector dental colleges/units.

Nursing and midwifery educational institutions

General information There are numerous nursing and midwifery colleges and institutes in Bangladesh providing different levels of degrees, such as BSc in Nursing, Diploma in Nursing and Diploma in Midwifery.

Figure 42: Number of nursing andmidwifery colleges and institutes in Bangladesh up to 2016

250 College Institute Total 221

200 159 157 150 114 100 Number 62 64 45 50 43 19 0 Government Nongovernment Total Type of institutes

Of these institutions, only 28% (total 62; 19 colleges and 43 institutes) belonged to government sector while the remaining 72% (total 159; 45 colleges and 114 institutes) was affiliated with the nongovernment sector. Among these institutions, 64 were colleges (government 19, nongovernment 45) and 157 were institutes.

39 Mapping of Health Professional Education Institutions in Bangladesh

Figure 43: Distribution of nursing and midwifery educational institutions in Bangladesh, by course

College Institute Total 200 183 180 160 140 146 120 100 80

Number 60 59 59 54 40 37 44 20 10 0 0

B Sc. Nursing Diploma in Nursing Science & Midwifery Diploma in Midwifery Type of programs

Figure 43 shows that 59 colleges provided BSc in Nursing degree, and 183 institutions offered Diploma in Nursing Science and Midwifery (37 were nursing colleges and 146 were institutes). The 37 colleges offered both BScN degree and diploma. However, 54 institutions offered Diploma in Midwifery degree, of which 10 were colleges and 44 were institutes.

Figure 44: Total number of admitted, graduated and registered/licensed with Bangladesh Nursing and Midwifery Council (BNMC) during 2007–2016

35000 Admitted Graduated Registared 30599 30000

25000

20000 18944 18309 Number 15000

10000 7639 5000 3280 402 2436 1190 1187 0 B Sc. Nursing Diploma in Nursing & Midwifery Diploma in Midwifery Type of programs

Figure 44 indicates that of the 7639 students admitted into BSc. in Nursing; 3280 graduated; and 2436 got registered/licensed by the BNMC for professional practice. The number of total admissions was signifi- cantly higher because of rapid growth of both public and private sector institutions.

Of the 30,599 students admitted into Diploma in Nursing Science and Midwifery, 18,944 graduated and 18,309 got registered or licensed by the BNMC for professional practice. As for Diploma in Midwifery, 3402 were admitted, 1190 graduated and 1187 became registered for professional practice during 2013–2016 (as the course commenced only in 2013).

40 Mapping of Health Professional Education Institutions in Bangladesh

Figure 45: Distribution of nursing and midwifery educational institutions among the various divisions of Bangladesh up to 2016

Nursing College Nursing Institute Total 90 80 77 70 60 50 47 40 44 34 Number 30 30 21 20 22 23 20 15 16 14 10 10 10 10 10 6 7 7 8 2 3 1 2 0

Dhaka Khulna Barishal Sylhet Rajshahi Rangpur Chattogram Division Mymensingh Figure 45 shows that approximately 35% of the institutions were located in the Dhaka Division, which was the highest among all eight divisions. Chattogram division had 10% institutions, Rajshahi 20%, Khulna 10%, Rangpur 10%, Sylhet 6%, Barishal 5%, and Mymensingh 5%.

Figure 46: Number of nursing and midwifery educational institutions established between 1971 and 2016

250 Nursing College Nursing Institute Total 221 200

ber 150 157 um N 100 87 64 50 39 41 57 13 23 33 33 17 6 8 30 0 5 8 6 1971 1980 1990 2000 2010 2016 Year

The number of nursing and midwifery educational institutions increased significantly only since 2010 from only 87 to 221 by 2016. This is almost a 154% (nearly 1.5 times) increase in only six years and 439% (4 times) increase compared to 2000. There was a 17 times increase in the number of nursing and midwifery colleges and institutes between 1971 and 2016 (Figure 46). A similar trend was also observed for both professions, i.e. nursing and midwifery, and included BSc and diploma courses.

41 Mapping of Health Professional Education Institutions in Bangladesh

BSc in Nursing (BScN) Admission

Figures 47 and 48 show the distribution of 59 colleges that offered BScN degree with 3220 available seats, by type. Figure 47: Number of nursing colleges Figure 48: Number of seats in nursing colleges offering BScN up to 2016 up to 2016 3500 3220 60 59 3000 50 45 2500 2185 40 2000 30 1500 1035 Number 20 Number 1000 14 10 500

0 0 Government Nongovernment Total Government Nongovernment Total Type of colleges Type of colleges

Among the 59 colleges, 24% (14) were in the government sector (with 32% of the total number of available seats (1035)) and 76% were in the nongovernment sector (with 68% of the total number of available seats).

Map 4: Geographical distribution of the nursing colleges that offered BScN degree in Bangladesh

B.Sc. in Nursing Goverenment (Govt.) Nursing College (14) Nongovernment (Nongovt.) Nursing College (95) Division Barishal (Govt.-1, Nongovt.-2) Chattogram (Govt.-3, Nongovt.-2) Dhaka (Govt.-3, Nongovt.-26) Khulna (Govt.-1 Nongovt.-0) Mymensingh (Govt.-1 Nongovt.-1) Rajshahi (Govt.-2, Nongovt.-7) Rangpur (Govt-2, Nongovt.-4) Sylhet (Govt.-1, Nongovt.-3)

42 Mapping of Health Professional Education Institutions in Bangladesh

Based on Map 4, among the total nursing colleges in Dhaka Division, 29 nursing colleges (which is 49% of the total) offered BScN degree. Of the total nursing colleges that offered BScN degree in Dhaka, 26 were nongovernment and three were government colleges. In Khulna division, there was no private or nongov- ernment nursing college that offered BScN degree. Figure 49: Total number of students admitted into BSc in Nursing during 2007–2016, with male–female distribution

8000 Male Female Total 7639 6628 6000 5273 4881

4000

Number 2366 2000 1747 1011 392 619 0 Government Nongovernment Total Type of colleges

Figure 49 indicates that of the total number of students (7639), admitted to the BSc in Nursing course in both government and nongovernment institutions, approximately 87% were female and only 13% were male. In the nongovernment sector, 2366 students were admitted, which is about 31% of the total admit- ted students of which about 74% were female.

In the government sector, 4881 students were admitted of which approximately 93% were female. Figure 50 indicates a gradual and sharp rise in students admitted to BSc in Nursing during 2007-2016. This is mainly due to a policy that only allowed 10% of seats for male students in government and nongovern- ment colleges and institutes.20

Figure 50: Year-wise distribution of students admitted to BSc in Nursing during 2007–2016

1600 Male Female Total 1411 1400 1390

1200 1211 1175 1001 1000 994 892 842 800 867 ber 842 743 773 um 600 N 478 400 367 439 253 341 200 215 229 119 134 200 39 152 11 8 24 26 99 0 3 2007 2008 2009 2010 2011 2012 2013 2014 2015 2016 Year

In 2007 only 11 students were admitted tothe BSc. in Nursing course, while in 2016 the number reached to 1390. (BScN was introduced in 2007).

20According to the BSc in Nursing admission circular 2017 by DGNM date: 11/12/2017 (in Bangla)

43 Mapping of Health Professional Education Institutions in Bangladesh

Graduation in BSc in Nursing

Figure 51: Total number of students who obtained BScN during 2007–2016

3500 Male Female Total 3280 3000 2921 2621 2500 2451

2000

1500

Number 1000 659 500 470 359 170 189 0 Government Nongovernment Total Type of colleges

Figure 51 shows that 3280 students acquired BScN during 2007–2016, of which 89% were female, and approximately 80% graduated from government nursing colleges; the remaining 20% graduated from nongovernment nursing colleges. Of the total graduates, approximately 89% were female.

Figure 52: Year-wise distribution of students who acquired BSc in Nursing degree during 2007–2016

1000 Male Female Total 842 900 800 724 789 744 600 655

ber 460

um 400 420 N 273 200 243 69 111 8 29 7 37 30 40 6 21 7 36 98 0 2 8 0 1 2007 2008 2009 2010 2011 2012 2013 2014 2015 2016 Year There has been a gradual increase in the number of students achieving BScN during 2007–2016. In 2012, the total number of graduates increased to 273, which was more than seven times higher than the number of graduates in 2011. In 2016, of the 900 students who acquired a BScN degree –approximately 230% increase from 2012– 88% were female.

Figure 53: Total number of BScN graduates registered during 2007–2016

3000 2436 2110 2000

1000

Number 326 0 Male Female Total Gender

44 Mapping of Health Professional Education Institutions in Bangladesh

According to BNMC data, 2436 BScN graduates were registered/licensed with them for professional prac- tice during 2007–2016; of these about 87% were female.

Figure 54: Year wise distribution of the registered BScN graduates during 2007–2016

1000 Male Female Total 832 800 780 741 672 600 448

ber 400 328 388

um 288 N 200 60 91 8 40 26 40 108 0 0 0 0 0 1 7 14 2007 2008 2009 2010 2011 2012 2013 2014 2015 2016

Year

Figure 54 indicates year-wise distribution of the registered number of BScN graduates with male–female distribution for six years (2012–2016) (BNMC started registration of BSc. Nursing graduates in 2012). On an average 406 BScN graduates were registered/licensed with the BNMC every year. During 2012–2016, on an average 350 female and 54 male BScN graduates registered/licensed with the BNMC every year.

Figure 55: A comparison of the total number admitted, graduated and registered/licensed BScN profes- sionals up to December 2016

10000 Female Male 7639 8000

6000 6628

4000 3280

Number 2436 2000 2921 2110 1011 359 0 326

Total admission Total graduate Total licensed graduate

Figure 55 shows that 7639 students were admitted into the BScN course during 2007–2016; of these 3280 students graduated and 2436 of the graduates registered with BNMC up to December 2016. It can be assumed that there was a drop out of some students as well as graduates.

Refer to Annex 5 for data regarding year-wise admission and graduation of BScN students with male–fe- male distribution in public and private sector nursing colleges and institutes.

45 Mapping of Health Professional Education Institutions in Bangladesh

Diploma in Nursing Science and Midwifery (DNSM)

Admission in nursing science and midwifery

Figure 56: Total number of institutions that offered Figure 57: Number of available seats (by 2016) Diploma in Nursing Science and Midwifery (by 2016)

College Institute Total 12000 College Institute Total 200 183

10000 9615

150 146 7335 140 8000 7035 ber ber

103 6000 4755

um 100 um N N 4000 2580 50 4343 2580 2280 37 37 2280 2000

0 0 0 0 Government Nongovernment Total Government Nongovernment Total Type of institutions Type of institutions

Figures 56 and 57 show that of the 183 institutions offering Diploma in Nursing Science and Midwifery (DNSM) as of 2016, the 9615 available seats. The government sector had 43 (23%) institutions and a 27% share of total number of available seats. On the other hand, the nongovernment sector had 77% of institu- tions (37 colleges and 103 institutes) that owned 73% of the total number of seats.

Map 5: Geographical distribution of nursing colleges and institutes that offered Diploma in Nursing Science and Midwifery (DNSM) in Bangladesh

Nursing College and Institute (DNSM) Government (Govt.) Nursing Institute (43) Nongovernment (Nongovt.) Nursing College (37) Nongovernment (Nongovt.) Nursing Institute (103) Division Barishal (Govt.-4, Nongovt. College-2, Nongovt. Institute-2) Chattogram (Govt.-7, Nongovt. College-2, Nongovt. Institute-6) Dhaka (Govt.-10, Nongovt. College-19, Nongovt. Institute-34) Khulna (Govt.-8, Nongovt. College-0, Nongovt. Institute-11) Mymensingh (Govt.-1, Nongovt. College-1, Nongovt. Institute-6) Rajshahi (Govt.-6, Nongovt. College-6, Nongovt. Institute-28) Rangpur (Govt.-5, Nongovt. College-4, Nongovt. Institute-10) Sylhet (Govt-2, Nongovt. College-3, Nongovt. Institute-6)

46 Mapping of Health Professional Education Institutions in Bangladesh

Map 5 clearly illustrates the maldistribution of nursing colleges and institutes offering DNSM in Bangla- desh, with the Dhaka Division having 63 (34% of total) nursing colleges and institutes offering DNSM.

Figure 58: Total number of students admitted into Diploma in Nursing Science and Midwifery during 2007–2016

Male Female Total 30599 35000

30000 28229 25000 ber 20000 um

N 14711 15000 15740 15888 12489

10000

5000 2222 2370 148 0 Government Nongovernment Total Type of institutions

Of the total consolidated number, i.e. 30,599 students, approximately 92% were female and only 8% were male. In the nongovernment sector, 14,711 students were admitted, which is about 48% of the total admitted students, and of which about 85% were female (Figure 58). In the government sector, 15,888 students were admitted, of which approximately 99% were female.

Figure 59: Year-wise distribution of total admitted students into Diploma in Nursing Science and Midwifery during 2007–2016

7000 Male Female Total 6308 6000 5629 5034 5000 4580 4607 4000 4229 ber 3223 2903 um 3000 2540

N 2987 2116 2637 2000 2378 1435 1643 2022 817 1560 1000 1386 427 794 266 236 351 679 23 49 83 94 162 0 2007 2008 2009 2010 2011 2012 2013 2014 2015 2016 Year

Figure 59 indicates a gradual increase instudents admitted into DNSM during2007–2016. In 2007, 817 students were admitted to DNSM, but their numbers increased to 6308 in 2016; approximately eight times higher than the number admitted in 2007. The number of male students remained steady but the number of female students gradually increased during the 10 years.

47 Mapping of Health Professional Education Institutions in Bangladesh

Number of students who acquired Diploma in Nursing Science and Midwifery

Figure 60: Total number of students who acquired Diploma in Nursing Science and Midwifery during 2007-2016

20000 18944 Male Female Total 17836

15000

11458 11519 10000 7425 6378 5000

1047 1108 61 0 Government Nongovernment Total Type of institutes

Figure 60 shows that 18,944 students acquired a DNSM degree during the 10 years from both government and nongovernment nursing institutions; of these only less than 6% were male. Of the total graduates, approximately 61% graduated from the government sector.

Figure 61: Year-wise distribution of male and female students who acquired Diploma in Nursing Science and Midwifery during 2007–2016

4500 Male Female Total 4148 4000 3837 3500 3164 3000 2802 2940 2500 2213 2582 1936 ber 2000 2087 1842

um 1537 1500 N 1241 1456 1000 824 1214 506 573 807 500 506 565 126 220 224 311 0 8 17 27 81 94 0 2007 2008 2009 2010 2011 2012 2013 2014 2015 2016 Year

In 2007, 506 students acquired DNSM from both government and nongovernment nursing institutes (Figure 61) and all of them were female. This number reached 4148 in 2016 and among them only about 8% were male.

48 Mapping of Health Professional Education Institutions in Bangladesh

Number of Diploma in Nursing Science and Midwifery professionals registered with BNMC

Figure 62: Total number of Diploma in Nursing Science and Midwifery professionals registered during 2007–2016, by gender

20000 18309 17545

15000

10000 Number 5000

764 0 Male Female Total Gender

BNMC data showed that 18309 DNSM professionals were registered/licensed for professional practice during the 2007–2016, and more than 95% of these were female.

Figure 63: Year wise distribution of registered Diploma in Nursing Science and Midwifery professionals during 2009–2016

3500 Male Female Total 3428 3000 3300 2676 2859 2413 2500 2623 2502 1991 2273

ber 2000 1813 1795 1978 1805 1744 um 1500 1334 N 1320 1000 500 140 128 357 13 8 14 51 53 0 2009 2010 2011 2012 2013 2014 2015 2016 Year

Figure 63 indicates year-wise distribution of registered DNSM professionals with male-female distribution of eight years, i.e. 2009–2016 (BNMC started registration of DNSM professionals in 2009). On average, of the 2289 DNSM professionals who received registration/licenses from the BNMC every year, 2193 were female and 95 were male.

Refer to Annex 5 for year-wise admission and passing out data of DNSM students with male–female distri- butions in the public and private sector nursing institutes.

49 Mapping of Health Professional Education Institutions in Bangladesh

Diploma in Midwifery

Admission to Diploma in Midwifery

Figures 64 and 65 show the numbers of institutions that offered Diploma in Midwifery and available seats as of 2016 according to the nature of institutions. Figure 64: Total number of institutions offering Figure 65: Total number of available seats by Diploma in Midwifery 2016

College Institute Total College Institute Total 60 2000 54 50 1535 1500

44 1120 40 38 30 1000 975 Number 28 Number 700 20 16 16 560 500 420 415 10 10 10 275 140 0 0 0 Government Nongovernment Total Government Nongovernment Total Type of institutions Type of institutions

Of the 54 institutions that offered Diploma in Midwifery with 1535 available seats, 38 (70%) were in the government sector accounting for 64% of the total number of available seats. Nongovernment sector accounted for 30% of institutions (16 institutes) that owned 36% of the total number of seats.

Figure 66: Total number of students admitted into Diploma in Midwifery during 2013–2016

4000

3402 3000 2732

2000

Number 1000 670

0 Government Nongovernment Total Type of institutions

The Diploma in Midwifery course was introduced in 2013. Of the 3402 students admitted into the course, approximately 80% was in the government sector and the remaining 20% was in the nongovernment sector (see Figure 66). Map 6 shows the geographical distribution of the number of institutions that offered Diploma in Midwifery in Bangladesh.

50 Mapping of Health Professional Education Institutions in Bangladesh

Map 6: Geographical distribution of the number of institutions offering Diploma in Midwifery in Bangla- desh

Nursing College and Institute (DM) Government (Govt.) Nursing College (10) Government (Govt.) Nursing Institute (28) Nongovernment (Nongovt.) Nursing Institute (16) Division Barishal (Govt. College-1, Govt. Institute-2 Nongovt.-2) Chattogram (Govt. College-2, Govt. Institute-5, Nongovt.-1) Dhaka (Govt. College-2, Govt. Institute-7, Nongovt.-4) Khulna (Govt. College-0, Govt. Institute-5, Nongovt.-1) Mymensingh (Govt. College-2, Govt. Institute-0, Nongovt.-2) Rajshahi (Govt.College-2, Govt. Institute-5, Nongovt.-1) Rangpur (Govt. College-1, Govt. Institute-2 Nongovt.-2) Sylhet (Govt. College-1, Govt. Institute-2, Nongovt.-4)

Ten government nursing colleges, 28 government nursing institutes and 16 nongovernment nursing institutes offered Diploma in Midwifery course in Bangladesh. Institutes that offered Diploma in Midwifery were almost equally distributed across the country, except in the Dhaka division.

Figure 67: Year-wise distribution of total students admitted into Diploma in Midwifery during 2013–2016

Government Nongovernment Total 1400

1200 1159 1029 1000 929 792 800 672 600 Number 542 542 469 400 203 237 230 200 0 0 2013 2014 2015 2016 Year

Figure 67 indicates a gradual rise in students admitted into the Diploma in Midwifery course during 2013–2016; from 672 students in 2013 to 1159 in 2016. As the figure shows the numbers however remained steady (203 to 237) in the nongovernment nursing and midwifery institutions.

51 Mapping of Health Professional Education Institutions in Bangladesh

Number of students who acquired Diploma in Midwifery

Figure 68: Total number of students who acquired Diploma in Midwifery during 2015-2016 1500 1190

1000 995

500 195 Number

0 Government Nongovernment Total Type of institutions

Figure 68 shows that 1190 students acquired Diploma in Midwifery during 2015 and 2016 from both government and nongovernment nursing institutions. Approximately 84% graduated from the govern- ment sector.

Figure 69: Year-wise distribution of students who acquired Diploma in Midwifery during 2015-2016

700 663 Government Nongovernment Total 600 527 527 500 468 400 300 Number 200 195 100 0 0 2015 2016 Year

In 2015, of the 663 students who acquired Diploma in Midwifery, more than 70% were from government institutions (Figure 69). The total number decreased slightly to 527 as no student acquired the Diploma from the nongovernment sector.

Number of Diploma in Midwifery professionals registered with BNMC

Figure 70: Number of Diploma in Midwifery professionals registered with BNMC during 2016–2017

1400 1200 1187 1000 800 660 600 400

Number 527 200 0 2016 2017 Total Year

A total of 1187 Midwifery professionals were registered/licensed with the BNMC for professional practice during 2016 and 2017.

52 Mapping of Health Professional Education Institutions in Bangladesh

Medical Assistant Training Schools (MATS)

Course/degree name: Diploma in Medical Faculty (DMF)

Of the 14 246 enrolment capacity in Diploma in Medical Faculty (DMF), 208 were enrolled in MATS.

Figure 71: Total number of MATS Figure 72: Number of available seats (by 2016)

Total number of MATS Functional MATS Number of seats in fuctional MATS Non-functional MATS Number of seats in non-fuctional MATS 250 14000

200 208 12000 11586 200 10870 174 182 er er 10000 b b 150 8000 um um

N 100 N 6000 4000 50 2660 2660 26 26 2000 8 8 0 716 0 0 0 Government Nongovernment Total Government Nongovernment Total Type of institutes Type of institutes

Among the institutions offering medical assistants training, only 4% institutions belong to the government sector accounting for only 5% of the total number of available seats; all of these institutions were in opera- tion. The nongovernment sector accounted for about 96% of the total institutions; 13% of the these (26) were inactive resulting in nonavailability of more than 19% of total number of available seats (2660).

Figure 73: Distribution of MATS by administrative division across Bangladesh

Government Nongovernment Total 80 74 76 60 50 51 er

b 40

um 20 21 21 N 17 20 13 15 12 12 6 6 7 2 2 1 3 0 0 0 0 0

Barishal Chattogram Division

Figure 73 shows that of the total 208 MATS, 76 (about 37%) were based in Dhaka Division, 25% in Rajshahi Division. Barishal and Sylhet Divisions accounted forthe lowest number of MATS, 3% and 4% respectively.

53 Mapping of Health Professional Education Institutions in Bangladesh

Map 7: Geographical distribution of MATS in Bangladesh

Nursing College and Institute (DNSM) Government (Govt.) MATS (8) Nongovernment (Nongovt.) MATS (200) Division Barishal (Govt.-0, Nongovt.-6) Chattogram (Govt.-2, Nongovt.-13) Dhaka (Govt.-2, Nongovt.-72) Khulna (Govt.-3, Nongovt.-18) Mymensingh (Govt.-0, Nongovt.-12) Rajshahi (Govt.-1, Nongovt.-48) Rangpur (Govt.-0, Nongovt.-24) Sylhet (Govt-0, Nongovt.-7)

Map 7 shows the geographical distribution of the medical assistant training schools across the Bangladesh by administrative divisions by type.

Figure 74: Year-wise distribution of MATS

250 Government Nongovernment Total 208 200 200

150 ber 100 um N

50 47 40 7 7 7 0 0 0 0 0 1971 1980 1990 2000 2010 2016

Year Figure 74 shows that the number of MATS increased more than twice in just six years: from only 87 in 2010 to 208 by the end of 2016. By 2016, the number of nongovernment MATS had drastically increased to 200 from zero in 2000. There has been only one increase in the number of government-owned MATS since 1980. On the other hand, a very significant increase occurred in the number of the nongovernment-owned MATS.

54 Mapping of Health Professional Education Institutions in Bangladesh

Admission into DMF

Figure 75: Total number of students admitted into DMF during 2007–2016

40000 Male Female Total 35000 34125 30000 28143 25000 er

b 20398 20000 16894 um

N 15000 13727 11249 10000 5982 5000 3504 2478 0 Government Nongovernment Total

Type of institutes Of the total consolidated number of admitted students (34,125), approximately 40% were female and 60% were male. In the nongovernment sector, of the 28,143 admitted students (more than 82% of the total admitted students) 40% were female. In the government sector, of the 5982 students approximately 41% (2478) were female.

Figure 76: Year-wise distribution of the total students admitted into DMF during 2007–2016

8000 Male Female Total

7000 6779

6000 6081 5602

5000 4329 er b 3954 4000 3817 3640 um 3071 2853 N 2825 3000 2749 2564 2441 2398 2272 2076

2000 1765 1563 1546 1419 1032 995

1000 726 531 304 307 167 168 137 0 139 2007 2008 2009 2010 2011 2012 2013 2014 2015 2016 Year

Figure 76 indicates a gradual increase in students admitted to MATS during 2007–2016. Student admis- sions increased more than 20 times from only 304 students in 2007 to 6779 in 2016.

55 Mapping of Health Professional Education Institutions in Bangladesh

Number of students who completed DMF

Figure 77: Total number of students who graduated DMF during 2007–2016

18000 Male Female Total 16000 15752 14000

12000 10792 10000 9674 er

b 8000 6629 um 6000 6078 N 4960 4163 4000 3045 2000 1915 0 Government Nongovernment Total Type of institutes

Of the 15,752 students who graduated the DMF course, approximately 39% were female; approximately 69% were from nongovernment institutes and 31% from government institutions (Figure 77).

Figure 78: Year-wise distribution of students who graduated DMF during 2007–2016

5000 Male Female Total 4000 4107 er 3028 b 3000 2832 2584 um 1920 N 2000 1860 1692 1576 1523 1256 1207 1168 1092 937

1000 713 600 547 390 329 312 299 296 211 205 197 195 102 118 117 0 91 2007 2008 2009 2010 2011 2012 2013 2014 2015 2016 Year

There has been a gradual increase in the number of students passing DMF in 10 years (2007–2016): from 299 students in 2007 to 4107 in 2016 (Figure 78).

Number of DMF professionals registered/licensed with Bangladesh Medical and Dental Council (BMDC)

Figure 79: Total number of DMF professionals registered during 2007–2016

6000 5333 5000 4091

er 4000 b 3000 um N 2000 1242 1000

0 Male Female Total Gender

56 Mapping of Health Professional Education Institutions in Bangladesh

BMDC data show that 5333 DMF professionals were registered/licensed for professional practice during 2007–2016, of whom about 77% were male.

Figure 80: Total number of DMF professionals registered during 2007–2016

2000

Male Female Total 1776

1500 1423

er 1000 b 790 622 624 um 496 485

N 500 387 353 355 324 280 274 266 236 227 197 178 173 179 172 166 137 132 113 93 75 46 48 0 39 2007 2008 2009 2010 2011 2012 2013 2014 2015 2016 Year

Figure 80 indicates that on an average 533 DMA professionals received registration/license annually from the BMDC.

Figure 81: A comparison of the total number of admitted, graduated and registered/licensed medical assistant professionals up to December 2016

40000 Admission Graduation Registration 35000 34125 30000 25000

er 20000 b 15752

um 15000 N 10000 5333 5000 0 Number of Students

Figure 81 shows that of the 34,125 students admitted into the DMF course, 15,752 students graduated. However, only 5333 (34%) medical assistant professionals registered with the BMDC for professional prac- tice up to December 2016.

Refer to Annex 5 regarding year-wise admission and graduated DMF students with male–female distribu- tion in public and private sector MATS.

57 Mapping of Health Professional Education Institutions in Bangladesh

Institute of Health Technology (IHT)

General Information

There were 105 IHTs providing 11 Diploma in Medical Technology (DMT) courses; of which only about 4% belonged to the government sector, but all were active and functioning.

Figure 82: Number of IHTs offering Diploma in Medical Technology by 2016

120 Functional Non-functional Total 105 100 97

80 64

er 64

b 60 um

N 41 40 33

20 8 8 0 0 Government Nongovernment Total Type of institutes

While the nongovernment sector had more than 92% of total IHTs, only 34% (33) were active and opera- tional. The remaining 66% (64) have either ceased enrolling students or have not started admission of students.

Map 8 presents the geographical distribution of IHTs in Bangladesh based on the administrative divisions.

Map 8: Geographical distribution of IHTs in Bangladesh

Institute of Health Technology (IHT) Government (Govt.) IHT (8) Nongovernment (Nongovt.) IHT (97) Division Barishal (Govt.-1, Nongovt.-4) Chattogram (Govt.-1, Nongovt.-9) Dhaka (Govt.-1, Nongovt.-50) Khulna (Govt.-1, Nongovt.-3) Mymensingh (Govt.-0, Nongovt.-4) Rajshahi (Govt.-2, Nongovt.-21) Rangpur (Govt.-1, Nongovt.-4) Sylhet (Govt.-1, Nongovt.-2)

Of the total 105 IHTs only eight were government-owned, which is only about 8% of the total IHTs; the remaining 97 IHTs were nongovernment-owned, accounting to about 92% of the total.

58 2007–2016 Figure 85: Total number of students who were admitted and completed DMT in the 11 disciplines during 2010, thenumbers continued to increase from 61 to 105(approximately 72%). the 56 new IHTs established one was in the government sector and 55 in the nongovernment sector. After sector.nongovernment the Of in 2010 and 2000 IHTsbetween in rise sharp However,a was2000. there until five totaling nongovernment sector; IHTs three the only in established were 1990, After 84). (Figure Only two IHTs were established between 1971 and 1990, and both of them were in the government sector Figure 84:NumberofIHTs established since1971by interval oftime each, andKhulnaChattogram had four and10IHTs, respectively. institutes five only had Divisions Barishal and Mymensingh institutes. the of 3% accounted for lessthan in the Dhaka Division; followed by 22% in Rajshahi Division. had only three institutes, which Likecategoriesprofessionalother health of educational institutions, most 48%) (nearly locatedwere IHTs Figure 83:Distribution ofIHTs in various divisionsofBangladesh Number Number Number 10 20 30 40 50 60 10000 12000 14000 0 100 150 2000 4000 6000 8000 50 0 0 1 49 1971 50

12887 0 8071 22 Chattogram Mapping ofHealthProfessionalEducationInstitutionsinBangladesh 1 2490 1441 9 10 1980

3115 0 G 2054 2 G 22

o 21 o v ernment v ernment 2556 23 S 1655 anitary 1990 tt Admi 1 0

0 3

D Inspector N 467 iv 4 N ed ed o Y ision o ear ngovernment ngovernment 1974 1 Graduated Barishal

1300 222 2000 4 3 101 5 5 P 21 rosthe 1 T T otal 4

ti otal cs 20 3 5

& 12 2010 Ortho 58

ti 61 cs 20 0 1 2 3 0 8

0 2016 97 0 105

6639 5 5 3516

59 Mapping of Health Professional Education Institutions in Bangladesh

Figure 85 indicates that of the total number of DMT students in 11 different disciplines, the maximum number were admitted and graduated from the discipline of laboratory technology.

Diploma in Medical Technology in Lab Technology

Admission

Figure 86：Number of IHTs offering DMT in Lab Figure 87: Number of available seats (by 2016) Technology

150 5000 4542 4127 4000 105 100 97 3000 er er b b 2000 um

50 um N N 1000 415 8 0 0 Government Nongovernment Total Government Nongovernment Total Type of institutes Type of institutes Figures 86 and 87 show that 105 IHTs offered DMT in Lab Technology with 4542 approved seats. Of these, all eight (about 8% of total IHTs) were government IHTs accounting for 9% of total available seats; while the nongovernment IHTs accounted for 89% of institutes and 91% of available seats.

Figure 88: Total number of students admitted into DMT in Lab Technology during 2007–2016

14000 12887 Male Female Total 12000 10154 10000

er 7844

b 8000 6179 um 6000

N 5043 4000 3975 2733 1665 2000 1068 0 Government Nongovernment Total Type of institutes

Of the 12,887 students admitted to DMT in Lab Technology, the majority (about 61%) were male; 21% were admitted to government IHTs and the remaining in the nongovernment institutions (Figure 88).

60 Mapping of Health Professional Education Institutions in Bangladesh

Figure 89: Year-wise distribution of students admitted into DMT in Lab Technology during 2007–2016

Male Female Total 2000 1808 1652 1503 1500 1456 1397 1241 1185 1098 1014 986 911 1000 892 893 829 775 738 724 710 Number 666 625 592 568 564 541 466 461 500 463 389 352 275

0 2007 2008 2009 2010 2011 2012 2013 2014 2015 2016 Year

Since 2007, the number of students admitted to DMT in Lab Technology increased gradually until 2011, and then decreased gradually. Throughout the decade on an average 1289 students were admitted per year and male–female ratio of total admitted students per year was 785:504 (1:0.64).

Number of students who passed DMT in Lab Technology

Figure 90: Number of students who graduated DMT in Lab Technology during 2007–2016

10000 Male Female Total 8071 8000 6361 6000 5401 er

b 4314 4000 um 2670 N 1710 2047 2000 1087 623 0 Government Nongovernment Total Type of institutes

Figure 90 shows that of the 8071 students who successfully completed DMT in Lab Technology, 21% com- pleted it from government IHTs, and of the total graduated students 33% were female.

Figure 91: Year wise distribution of total number of students who acquired DMT in Lab Technology during 2007–2016

1500 Male Female Total 1268 1109 1027 1002 1000 962 er 842 b 765 714 697 668 627 um 552 531 503 N 478 447 441

500 416 414 364 357 335 330 331 288 265 138 115 90 66 0 2007 2008 2009 2010 2011 2012 2013 2014 2015 2016

Year

61 Mapping of Health Professional Education Institutions in Bangladesh

There was a gradual increase in the number of students who acquired DMT in Lab Technology during 2007–2016, except for 2012; there was a sharp fall in 2016. On an average 807 students successfully com- pleted the course per year during the period.

Refer to Annex 5 regarding year-wise admission and pass out of DMT in Lab Technology students with male–female distribution in the public and private sector IHTs.

Diploma in Medical Technology in Physiotherapy

Admission

Figures 92 and 93 indicate that 38 IHTs offered DMT in Physiotherapy with 1320 approved seats.

Figure 92: Number of IHTs offering DMT in Figure 93: Number of available seats (by 2016) Physiotherapy

50 1500 1320

40 38 1000 920 30 30 er er

b 20 b 500 400 um um

N 10 8 N

0 0 Government Nongovernment Total Government Nongovernment Total Type of institutes Type of institutes

Of the 38 IHTs, eight (about 21% of total IHTs that offered DMT in Physiotherapy) government IHTs accounted for about 30% of total number of available seats, while the nongovernment sector accounted for 81% of institutes and 70% of available seats.

Figure 94: Total number of students admitted into DMT in Physiotherapy during 2007–2016

3000 Male Female Total 2500 2490 2261 2000 1562 er

b 1500 1399 um

N 1000 862 928

500 163 229 66 0 Government Nongovernment Total Type of institutes

62 Mapping of Health Professional Education Institutions in Bangladesh

Figure 94 shows that 2490 students were admitted into DMT in Physiotherapy; the majority (about 63%) were male. Of the admitted students 91% were admitted to government IHTs, and remaining to nongov- ernment institutions.

Figure 95: Year-wise distribution of total students admitted into DMT in Physiotherapy during 2007–2016

450 406 400 Male Female Total 396

350 334 300 254 253 250 248 227 211 204

200 192 172 165 Number 159 152 148 143 150 141 128 123 120 114 100 94 85 100 84 76 72 65 58 50 56 0 2007 2008 2009 2010 2011 2012 2013 2014 2015 2016 Year

Since 2007 DMT in Physiotherapy students increased gradually with a slight fall in 2011 and 2016 (Figure 95). Throughout the decade on an average 249 students were admitted per year; the male–female ratio of total admitted students per year was 156:93.

Number of students who completed DMT in Physiotherapy

Figure 96: Number of students who completed DMT in Physiotherapy during 2007–2016

1600 Male Female Total 1441 1400 1271 1200

er 1000 920 b 822 800 um N 600 521 449 400

200 170 98 72 0 Government Nongovernment Total Type of institutes

Figure 96 shows that 1441 students successfully completed the DMT in Physiotherapy; the majority (88%) from government IHTs. Of the total students who completed the diploma, 36% were female.

63 Mapping of Health Professional Education Institutions in Bangladesh

Figure 97: Year-wise distribution of total number of students who completed DMT in Physiotherapy during 2007–2016

300 Male Female Total 285

250 235

200 er 174 b 162 156 147 141

um 150 132 N 123 120 104 104 97 94 100 95 86 84 70 68 56 52 52 48 44

50 39 34 32 29 12 7 0 2007 2008 2009 2010 2011 2012 2013 2014 2015 2016 Year

There was a gradual increase in the number of students who achieved DMT in Physiotherapy during 2007–2016, except in 2014. On an average 144 students successfully completed the diploma per year; among them 64% were male and 36% were female.

Refer to Annex 5 regarding year-wise students admissions and pass outs of DMT in Physiotherapy with male–female distribution in public and private sector IHTs.

Diploma in Medical Technology in Dental Technology

Admission

Figures 98 and 99 show that 74 IHTs offered DMT in Dental Technology with 2528 approved seats. Figure 98: Number of IHTs offering DMT in Figure 99: Number of available seats (by 2016) Dental Technology

80 74 3000 66 2528 70 2500 2123 60

2000 50 er er 40 1500 um b um b N 30 N 1000 20 405 8 500 10

0 0 Government Nongovernment Total Government Nongovernment Total

Type of institutes Type of institutes

Of the 74 IHTs, eight (about 11% of total IHTs that offered DMT in Dental Technology) government IHTs that provided the diploma accounted for 16% of total number of available seats; the nongovernment sector accounted for 89% of institutes and 84% of available seats.

64 Mapping of Health Professional Education Institutions in Bangladesh

Figure 100: Total number of students admitted into DMT in Dental Technology during 2007–2016

3500 Male Female Total 3115 3000

2500 2355

2000 1878 er b 1500 1380 um 1237 N 1000 975 760 498 500 262 0 Government Nongovernment Total Type of institutes

A total of 3115 students were admitted into DMT in Dental Technology (the majority (about 60%) were male) (Figure 100); 76% got admitted into government IHTs and remaining into nongovernment institu- tions.

Figure 101: Year-wise distribution of total students admitted into DMT in Dental Technology during 2007–2016

Male Female Total 450 418 412 400 350 325 298 296

300 286 277 273 268 262 er 252 246 b 250 194 um 200 183 175 170 166 164 166 168 166 N 160

150 131 123 118 113 108 109 107 100 96 50 0 2007 2008 2009 2010 2011 2012 2013 2014 2015 2016 Year

Figure 101 showed that on an average 312 students were admitted into DMT in Dental Technology per year (2007–2016); among them about 40% are female.

65 Mapping of Health Professional Education Institutions in Bangladesh

Number of students who completed the Diploma in Dental Technology

Figure 102: Number of students who acquired DMT in Dental Technology during 2007–2016

3000 Male Female Total

2500 2504

2000 1672 er b 1500 1335

um 1169 N 1000 803 869 832 532 500 300

0 Government Nongovernment Total Type of institutes

Figure 102 shows that 2504 students successfully completed the DMT in Dental Technology; and the majority of (53%) were from government IHTs. Of the total graduated students, 33% were female.

Figure 103: Year-wise distribution of students who acquired DMT in Dental Technology during 2007–2016

400 Male Female Total

350 337 301 300 267 281 250 233 243 266 253 er 228 215 b 200 189

um 185 189 N 150 173 149 144 141 160

100 114 108 126 121 80 94 81 50 71 73 71 71 44 0 2007 2008 2009 2010 2011 2012 2013 2014 2015 2016 Year

There was an uneven trend in the number of students who completed DMT in Dental Technology during 2007–2016 (Figure 103). In 2008, 337 students completed the diploma, which was 45% higher than the previous year and highest in the decade. However the number continued to fall gradually from 2008 to 2012. Since 2013 the number of students who completed the diploma has been increasing gradually again with a slight fall in 2014. On an average 250 students successfully completed the diploma per year; among them 67% were male and 33% were female.

Refer to Annex 5 regarding year-wise admissions and pass-outs of DMT in Dental Technology with male–female distributions in public and private sector IHTs.

66 Mapping of Health Professional Education Institutions in Bangladesh

Diploma in Medical Technology in Radiology and Imaging

Admission

Figure 104: Number of IHTs offering DMT in Figure 105: Number of available seats (by 2016) Radiology and Imaging

35 33 1400

1200 30 1200 25 25 1000

er 795 20 er 800 b b um 15 um 600

N N 405 10 8 400

5 200

0 0 Government Nongovernment Total Government Nongovernment Total Type of institutes Type of institutes

Figures 104 and 105 indicate that 33 IHTs offered DMT in Radiology and Imaging with 1200 approved seats. Of the IHTs, eight (about 24% of total IHTs that offered DMT in Radiology and Imaging) were in the govern- ment sector and accounted for about 34% of total number of available seats; the nongovernment sector accounted for 76% of institutes and 66% of available seats.

Figure 106: Total number of students admitted into DMT in Radiology and Imaging during 2007–2016

3000 Male Female Total 2556 2500 2345

2000

er 1536 b 1500 1392 um

N 1020 1000 953

500 144 211 67 0 Government Nongovernment Total Type of institutes

Figure 106 shows that 2556 students were admitted into DMT in Radiology and Imaging; 92% were admit- ted to government IHTs and the remaining were admitted to nongovernment institutions even though the nongovernment sector accounted for higher number of institutes and available seats.

67 Mapping of Health Professional Education Institutions in Bangladesh

Figure 107: Year-wise distribution of total students admitted into DMT in Radiology and Imaging during 2007–2016

450 Male Female Total 400 385 405

350 352 300

er 279 b 250

um 221 208 236

N 227 200 172 198 180 210 152 178 169 150 131 164 105 136 142 100 86 121 110 99 77 91 50 66 68 67 77

0 2007 2008 2009 2010 2011 2012 2013 2014 2015 2016 Year During 2007–2016, on an average 256 students were admitted into DMT in Radiology and Imaging per year of which about 40% were female (Figure 107).

Number of students who completed DMT in Radiology and Imaging

Figure 108: Number of students who completed DMT in Radiology and Imaging during 2007–2016

Male Female Total

2000 1655 1414 1500 1186 989

ber 1000 425

um 469 N 500 197 241 44 0 Government Nongovernment Total Type of institutes

A total of 1655 students successfully completed DMT in Radiology and Imaging; more than 85% completed the diploma from government IHTs and about 28% of these were female (Figure 108).

68 Mapping of Health Professional Education Institutions in Bangladesh

Figure 109: Year-wise distribution of total students who acquired DMT in Radiology and Imaging during 2007–2016

Male Female Total 350

300 313

250 241

200 179 192 157 164 165 187 ber 150 150 153 um

N 98 127 121 127 126 100 79 119 67 78 88 70 50 54 58 13 45 42 38 9 20 30 0 2007 2008 2009 2010 2011 2012 2013 2014 2015 2016 Year Figure 109 indicates an uneven trend in the number of students who completed DMT in Radiology and Imaging during 2007–2016. On an average 166 students successfully completed the diploma per year; among them 28% were female and 72% were male.

Refer to Annex 5 regarding year-wise admission and completion of DMT in Radiology and Imaging with male–female distribution in public and private sector IHTs.

Diploma in Medical Technology in Radiotherapy

Admission

Figure 110: Number of IHTs offering DMT in Radiotherapy and number of available seats (by 2016)

16 14 14 12 10 8 er

b 8 6

um 6 N 4 2 0 Government Nongovernment Total Type of institutes

Figure 110 shows that of the 14 IHTs that offered DMT in Radiotherapy, eight were in the government sector and six were in the nongovernment sector.

Data on the number of seats and admissions were not available.

69 Mapping of Health Professional Education Institutions in Bangladesh

Number of students who completed DMT in Radiotherapy

Figure 111: Number of students who acquired DMT in Radiotherapy during 2007–2016

500 467 Male Female Total 467

400

302 302 300 er b

um 200 165 165 N

100 0 0 0 0 Government Nongovernment Total Type of institutes

A total of 467 students completed the DMT in Radiotherapy successfully during 2007-2016; all from government IHTs and about 35% of them were female (Figure 111).

Figure 112: Number of students who acquired DMT in Radiotherapy during 2007–2016

120 Male Female Total 108 100

er 80 b 60 59 um 56 60 56 N 48 48 48 43 42 39

40 35 33 31 28 26 26 23 22 20

20 15 15 14 13 11 5 4 3 2 0 1 2007 2008 2009 2010 2011 2012 2013 2014 2015 2016 Year

Figure 112 shows students who completed DMT in Radiotherapy only from government IHTs as there were no students who graduated the diploma from nongovernment institutions. During 2007–2016, on average 48 students graduated the diploma per year from these institutes; male–female ratio was 31:17.

70 Mapping of Health Professional Education Institutions in Bangladesh

Diploma in Medical Technology in Sanitary Inspector Training

Admission

Figure 113: Number of IHTs offering DMT in Figure 114: Number of available seats Sanitary Inspector Training

10 600 9 9 8 500 8 500 7 400 400

6 er er b b 5 300 um um N 4 N 3 200

2 100 1 100 1 0 0 Government Nongovernment Total Government Nongovernment Total Type of institutes Type of institu tes

Figures 113 and 114 showed that nine IHTs (eight government and one nongovernment) offered DMT in Sanitary Inspector Training with 500 approved seats. The government sector accounted for 80% of the total number of available seats while nongovernment sector accounted for 20%.

Figure 115: Total number of students admitted into DMT in Sanitary Inspector Training during 2007–2016

2500 Male Female Total

2000 1974 1974

1500 1445 1445 er b 1000 um N 529 529 500

0 0 0 0 Government Nongovernment Total Type of institutes

A total of 1974 students were admitted into DMT in Sanitary Inspector Training course in government institutions; among them 27% were female (Figure 115).

71 Mapping of Health Professional Education Institutions in Bangladesh

Figure 116: Year-wise distribution of total students admitted into DMT in Sanitary Inspector Training during 2007–2016

400 Male Female Total

350 341 333

300 245 250 242 223 195

er 200 b 173 155 152 154 150 149 um

150 136 N 122 119 118 114 111 105 96 100 91 82 59 50 44 41 40 36 50 36 36

0 2007 2008 2009 2010 2011 2012 2013 2014 2015 2016 Year

Figure 116 shows that every year on an average 197 students graduated the DMT in Sanitary Inspector Training during 2007-2016. Most of the years the number of admissions remained stable between 120 and 195; except in 2012, 2014 and 2015 when the number of admitted students were 223, 333 and 341, respec- tively.

Number of students who completed DMT in Sanitary Inspector Training

Figure 117: Total number of students who acquired DMT in Sanitary Inspector Training during 2007–2016

1400 Male Female Total 1300 1300 1200 1059 1059 1000

800 er b 600 um

N 400 241 241 200 0 0 0 0 Government Nongovernment Total Type of institutes

Figure 117 shows that during 2007–2016, 1300 students completed the DMT in Sanitary Inspector Training course; all from government IHTs; more than 81% were male and 19% were female.

72 Mapping of Health Professional Education Institutions in Bangladesh

Figure 118: Year-wise distribution of students who acquired DMT in Sanitary Inspector Training during 2007–2016

Male Female Total 250 214 200 180 172 157 150 149

150 140 er 129 124 b 122 115 113 109 100 100 um 100 N 72 64 52 50 47

50 42 35 28 27 27 24 23 20 12 0 3 2007 2008 2009 2010 2011 2012 2013 2014 2015 2016 Year

Figure 118 shows an uneven trend in the number of students who completed DMT in Sanitary Inspector Training during 2007–2016 (government IHTs only as no students were admitted to nongovernment institutes). The numbers increased gradually from 2007 to 2010, however from 2011 to 2014 the trend was opposite, and then the numbers continued to increase again from 2015 and the highest number of students graduated the diploma in 2016.

Diploma in Medical Technology in Operation Theatre Assistance

Admission

Figure 119: Number of IHTs offering DMT in Figure 120: Number of available seats Operation Theatre Assistance

6 250

5 205 5 200 180 4

4 er er 150 b b 3 um um N N 100 2

1 50 1 25 0 0 Government Nongovernment Total Government Nongovernment Total Type of institutes Type of institutes

Figures 119 and 120 show that five (one government and four nongovernment) IHTs offered DMT in Oper- ation Theatre Assistance with 29 approved seats. Of the available seats, the government sector accounted for about 12% and nongovernment sector the remaining 88%.

73 Mapping of Health Professional Education Institutions in Bangladesh

Figure 121: Total number of students admitted into DMT in Operation Theatre Assistance during 2007–2016

120 Male Female Total

101 101 100

80 71 71 er b 60 um N 40 30 30 20 000 0 Government Nongovernment Total Type of institutes

A total of 101 students were admitted into the DMT in Operation Theatre Assistance course, all in nongov- ernment institutions. Of all the admitted students, about 30% of were female (Figure 121).

Figure 122: Year-wise distribution of students admitted into DMT in Operation Theatre Assistance during 2007–2016

Male Female Total

50 45 43 40 35 30 28 er b 25 21 um 20 20 N 17 15 15 15 10 8 5 5 5 4 4 2 3 3 3 3 2 2 0 0 1 0 00 0 0 0 0 0 2007 2008 2009 2010 2011 2012 2013 2014 2015 2016 Year

Figure 122 shows that students were admitted to the course only in the nongovernment sector (as there was no student admitted in government sector). During 2007, 2009 and 2013, no students were admitted to the course. Before 2014 only a few students were admitted, but since then the number has been increasing gradually; from 2014 to 2016, on an average 42 students were admitted into the course.

74 Mapping of Health Professional Education Institutions in Bangladesh

Number of students who acquired DMT in Operation Theatre Assistance

Figure 123: Number of students who acquired DMT in Operation Theatre Assistance during 2007–2016

25 Male Female Total 21 21 20 18 18

15 er b 10 Num

5 3 3 0 0 0 0 Government Nongovernment Total

Type of institutes Only 21 students completed the DMT in Operation Theatre Assistance, of which only three were female (Figure 123).

Figure 124: Year-wise distribution of students who acquired DMT in Operation Theatre Assistance during 2007–2016

9 Male Female Total 8 8 7 7 7 7 6 5 er b 4 3 3 3

Num 3 2 2 1 1 1 000 000 000 000 0 0 0 0 0 0 0 0 0 2007 2008 2009 2010 2011 2012 2013 2014 2015 2016 Year

Figure 124 indicates that of the 2007–2016 period, students only graduated the DMT in Operation Theatre Assistance course during four years (2011, 2014–2016); there were no diplomas awarded for six years. The lowest number of students (three) graduated the diploma in 2011, while the highest number of students (eight) completed the diploma successfully in 2016.

75 Mapping of Health Professional Education Institutions in Bangladesh

Diploma in Medical Technology in Intensive Care Assistance

Admission Figure 125: Number of IHTs offering DMT Figure 126: Number of available seats in Intensive Care Assistance

6 250 5 5 205 200 180 4 4

er er 150 b b 3 Num NUm 100 2

1 50 1 25

0 0 Government Nongovernment Total Government Nongovernment Total Type of institutes Type of institutes

Figures 125 and 126 indicate that five (one government and four nongovernment) IHTs offered DMT in Intensive Care Assistance with 205 approved seats. The government sector accounted for about 12% and nongovernment sector for about 88% of the seats.

Figure 127: Total number of students admitted into DMT in Intensive Care Assistance during 2011–2016

Male Female Total

80 70 70 70 60 50 er b 40 40 40 30 30

Num 30 20 10 0 0 0 0 Government Nongovernment Total Type of institutes

During 2011–2016, all 70 students admitted into DMT in Intensive Care Assistance were in nongovern- ment institutions; and among them about 43% were female (Figure 127).

76 Mapping of Health Professional Education Institutions in Bangladesh

Figure 128: Year-wise distribution of students admitted into DMT in Intensive Care Assistance during 2007–2016

Male Female Total 35 30 30 25 20 er 20 b 15 15 12 Num 10 10 8 8 8 9 6 5 5 4 3 2 0 0 0 0 0 2011 2012 2013 2014 2015 2016 Year

Figure 128 indicates that eight students were admitted as the first batch in 2011, and all were female. Only five students were admitted in 2012, while in 2013 no student was admitted to the diploma course. In 2014, 12 students were admitted and the number continued to increase with 15 admissions in 2015 which doubled to 30 students in 2016.

Number of students who acquired DMT in Intensive Care Assistance

Figure 129: Number of students who acquired DMT in Intensive Care Assistance during 2007–2016

14 Male Female Total

12 12 12

10

8

er 7 7 b 6

Num 5 5 4

2 0 0 0 0 Government Nongovernment Total Type of institutes

Figure 129 shows that during 2014-2016 (first batch of students graduated in 2014) only 12 students com- pleted the DMT in Intensive Care Assistance, of which only five were female.

77 Mapping of Health Professional Education Institutions in Bangladesh

Figure 130: Year-wise distribution of students who acquired DMT in Intensive Care Assistance during 2007–2016

7 Male Female Total

6 6

5

4 er

b 3 3 3 3 3 3

Num 2 2

1 1

0 0 2014 2015 2016 Type of institutes

Figure 130 shows that during 2014–2016, on an average only four students graduated the diploma, while the total number of female students who graduated the diploma was five.

Diploma in Medical Technology in Prosthetics and Orthotics

Figure 131: Number of IHTs offering DMT in Figure 132: Total number of available seats Prosthetics and Orthotics

12

10 10 1 1 1 10

8

er er b b 6 Num Num 4

2 0 0 0 0 Government Nongovernment Total Government Nongovernment Total Type of institutes Type of institutes

Figures 131 and 132 indicate that only one IHT (nongovernment sector) offered Diploma in Medical Tech- nology (Prosthetics and Orthotics) with 10 available seats. No government IHTs offered this diploma.

78 Mapping of Health Professional Education Institutions in Bangladesh

Figure 133: Total number of students admitted into DMT in Prosthetics and Orthotics during 2015–2016

Male Female Total

25

20 20 20

er 15 15 15 b

Num 10

5 5 5

0 0 0 0 Government Nongovernment Total Type of institutes

A total of 20 students completed DMT in Prosthetics and Orthotics during 2015 and 2016 (the diploma course was started in 2015), and only 25% of them were female (Figure 133).

Figure 134: Year-wise distribution of students admitted into DMT in Prosthetics and Orthotics during 2007–2016

Male Female Total

12 10 10 10

8 8 7 er b 6 Num 4 3 2 2

0 2015 2016 Year

In 2015 and 2016, on an average 10 (100% of total number of available seats) students were admitted into the DMT in Prosthetics and Orthotics (Figure 134) course. Since the diploma started in 2015, no student has completed the programme yet.

79 Mapping of Health Professional Education Institutions in Bangladesh

Diploma in Medical Technology in Cardiology

Admission

Table 10: Number of IHTs offeringDMT in Cardiology and available seats

Type of IHT Number of IHT Number of available Seats

Government 0 0

Nongovernment 1 5

Total 1 5

Table 10 shows that only one institute (in the nongovernment sector) offered DMT in Cardiology and had five available seats. No government IHTs offered the diploma.

Even though one more IHT had approval to offer the diploma, it had not started offering the course.

Diploma in Medical Technology in Pharmacy

Admission

Figure 135: Number of IHTs offering DMT in Pharmacy

60

51 50 43 40

30 Number 20

10 8

0 Government Nongovernment Total Type of institutes

Figure 135 indicates that 51 IHTs offered DMT in Pharmacy, of which 16% were government IHTs and the remaining 84% were in the nongovernment sector.

80 Mapping of Health Professional Education Institutions in Bangladesh

Figure 136: Total number of students admitted into DMT in Pharmacy during 2007–2016

Male Female Total 7000 6639

6000

5000 4573 4156 4000 er

b 3114 3000 2483 Num 2066 2000 1459 1024 1042 1000

0 Government Nongovernment Total Type of institutes

Of the 6639 students admitted into DMT in Pharmacy, 37% were in government IHTs and remaining 63% were in nongovernment institutions (Figure 136). Of the total students about 31% were female.

Figure 137: Year-wise distribution of students admitted into DMT in Pharmacy during 2007–2016 Male Female Total 1200 1122 1051 1000 865 849 765 800 760 er b 632

600 587 505 505 Num 493 479 431 437 400 340 331 307 294 286 273 256 255 233 203 186 185 181 174

200 156 137

0 2007 2008 2009 2010 2011 2012 2013 2014 2015 2016 Year

Since 2007 the number of students admitted into DMT in Pharmacy increased gradually until 2009; how- ever, after that the number decreased gradually. In 2009, 1122 were admitted, however, at the end of the study period (2016) the number decreased by more than 70% (340). During 2007–2016 on an average 664 students were admitted per year and the male–female ratio of total students per year was 457:207.

81 Mapping of Health Professional Education Institutions in Bangladesh

Number of students who acquired DMT in Pharmacy

Figure 138: Total number of students who acquired DMT in Pharmacy during 2007–2016

Male Female Total 4000 3516 3500

3000

2500 2468 2241

er 2000 b 1611 1500 1275 Num 1048 1000 857 630 500 418

0 Government Nongovernment Total Type of institutes

Figure 138 shows that 3516 students successfully completed DMT in Pharmacy; about 30% completed from the government IHTs, while the remaining 70% completed from nongovernment IHTs. Of the total pass-outs 36% were female.

Figure 139: Year-wise distribution of students who acquired DMT in Pharmacy during eight years (2009–2016)

900 Male Female Total 841

800 761 700 600 541

500 494 433 er b 368 400 365 358 309 300 Num 268 264 300 267 229 219 182

200 169 146 139 127 90 100 81 44 37 0 2009 2010 2011 2012 2013 2014 2015 2016 Year

The highest number of students (841) graduated DMT in Pharmacy in 2015, while the lowest number of students (81) completed the diploma in 2012. During 2007–2016, on an average 352 students successfully completed the course per year.

Refer to Annex 5 regarding year-wise admission and completion of DMT in Pharmacy students with male–female distribution in public and private sector IHTs.

82 Mapping of Health Professional Education Institutions in Bangladesh

Summary findings

MBBS education • Entry to the MBBS course was highly competitive, as approximately nine applicants competed for a seat in 2016. • MoHFW recognized 105 medical colleges in 2016, of which 29% belonged to the government/public sector, 66% belonged to the nongovernment/private sector and the remaining 5% belonged to the armed forces. • In terms of geographical distribution, of the 105 medical college, 51% were concentrated in Dhaka Division, followed by 14% in Chottogram Division. • In terms of distribution of private sector/nongovernment medical colleges, 62% were concentrated in Dhaka Division, followed by 13% in Chattogram Division. • A total of 9809 seats were available in all medical colleges until 2016. Of the total seats, about 33% (3234 seats) were in public sector medical colleges, 63% in private sector medical colleges and the remaining 4% belonged to the armed forces medical colleges. • Medical colleges increased from only 62 in 2010 to 105 in 2016 (a 69% increment). The number of private sector medical colleges increased by 60% and public sector medical colleges by 67% during the same period of time. • Between 2000 and 2016, the total number of medical colleges (from both public and private sectors) increased by 262% (131% and 360% for public and private sectors, respectively). • During 2007–2016, 73481 MBBS students (about 55% female and 45% male) were admitted to all medical colleges. Approximately, 59% of all students (57% female) were admitted into private sector medical colleges. Approximately, 38% of all students (52% female) were admitted into the public sector medical colleges. • An increasing trend in the number of female students was observed from 2007 to 2016. In 2007, the difference between the number of male and female students was only 2% but it went up to 23% by 2016. • During 2007–2016, 7476 foreign students were admitted into the MBBS course in Bangladesh, which is 10% of the total (73481). However, an increasing trend in the number of foreign admissions was observed: from 514 foreign students in 2007 to 1412 in 2016. The same trend was observed in the number of foreign graduates. • A total of 42,597 MBBS students graduated during 2007–2016. Approximately, 48% graduated from public sector medical colleges and 50% graduated from private sector medical colleges. The remain- ing 2% graduated from armed forces medical colleges. • Overall 7% of the total number of available MBBS seats remained unutilized or vacant in 2016. • A total of 5454 students graduated in 2016, of which 45% (2461) graduated from public sector medi- cal colleges and 53% (2895) graduated from private sector medical colleges. BDS education • MoHFW recognized 35 dental colleges/units with 1932 seats until 2016. Nine dental colleges/units with 532 seats belonged to the public sector, and the remaining 26 dental colleges with 1400 seats belonged to the private sector. • About 63% of the total number of BDS colleges/units were concentrated in the Dhaka Division, whereas Khulna Division did not have any dental college/unit in 2016. • Approximately 31% of the total number of available seats for BDS study remained vacant in 2016. • Dental colleges/units increased from only 17 in 2010 to 35 in 2016 – a 106% increment. In the private sector, the increment was about 94% and in the public sector it was about 300%. • During 2007-2016, 10,313 BDS students (68% female and 32% male) were admitted to all dental colleges/units. Approximately 68% (72% female) went to private sector dental colleges and about 5% of the total admitted students were foreign nationals.

83 Mapping of Health Professional Education Institutions in Bangladesh

• Of the 1337 students admitted into the BDS course in 2016, 71% were female. • Of the 6647 BDS students who graduated during 2007–2016, 76% were from the private sector/non- government dental colleges, and 66% of the graduates were female. • An increasing trend in the number of female graduates was observed. In 2007, the difference between the number of male and female graduates was only 18%, but in 2016, it increased to 39% of the total. • During 2007–2016, 4699 BDS graduates were licensed from BMDC. Basic BScN education • Until 2016, 221 nursing colleges and institutes were recognized by the MoHFW, of which 72% were in the private sector. A total of 59 nursing colleges provided basic BScN degree; 183 institutions (37 colleges and 146 institutes) provided DNSM; and 54 institutions (10 colleges and 44 institutes) provided DM course. • During 2007–2016, of the 7639 BScN students admitted, 3280 graduated and 2436 graduates received licenses. • Of the 221 nursing college and institutes, 35% were concentrated in the Dhaka Division and 20% in the Rajshahi Division. • Nursing colleges and institutes increased from only 87 in 2010 to 221 in 2016, i.e. a 154% increment. • A total of 59 BScN colleges were recognized by the MoHFW and 3220 BScN seats were available in 2016. About 24% of the seats were in the public sector and 76% were in the private sector. • Of the total number of BScN institutions, 49% were concentrated in the Dhaka Division. • Of the 7639 students admitted into the BScN course during 2007–2016, 69% were in public sector institutions and remaining in private sector institutions. • Students admitted into the BScN course increased from 478 in 2010 to 1390 in 2016. • During 2007–2016, of the 3280 BScN students who graduated, 89% were female and 11% were male; and 2436 BScN graduates received licenses from the BNMC. • Approximately, 80% of the total graduates were from public sector nursing colleges. Diploma in Nursing Science and Midwifery education • The MoHFW recognized 183 institutes with 9615 seats all-together until 2016; of these the private sector accounted for 77% with 7035 seats and the remaining belonged to the public sector. • In 2016, approximately 34% of the total seats remained unutilized or vacant; and most of them were in private sector institutions. • Regarding geographical distribution, approximately 34% of the total institutes that offered the DNSM course were concentrated in the Dhaka Division followed by 22% in the Rajshahi Division. • During 2007–2016, of the 30,599 students admitted into all DNSM institutes, 92% were female; about 48% were admitted into private sector institutes and 52% into public sector institutes. • During 2007–2016, 18,944 students acquired or graduated the DNSM course, of which approximate- ly 61% graduated from the public/government sector institutes. • During 2007–2016, 18,309 DNSM graduates received licenses from the BNMC; 95% of them were female. • In 2007, while the 506 students who graduated the DNSM course were all female, the 4148 students who graduated in 2016 had 8% male students. Diploma in Midwifery education • The DM course was introduced in academic year 2012–2013. • Until 2016, MoHFW recognized 54 institutions with 1535 seats, which offered the DM course. Of these, 38 were in the public sector (with 975 seats) and 16 in the private sector (with 560 seats). • As for other professional institutes, the Dhaka Division had the maximum number of DM institutions (13).

84 Mapping of Health Professional Education Institutions in Bangladesh

• Of the 1535 available seats, only 1159 seats were filled up, indicating that about 24% seats remained vacant or unutilized. More than half of the private sector seats remained vacant. • Until 2016, 1190 students had graduated the DM course, of which 84% were from public sector institutions. • During 2007–2016, 1187 DM graduates acquired licenses from the BNMC. Diploma in Medical Faculty education • All Medical Assistant Training Schools (MATS) offered a three-year course and a certificate titled “Diploma in Medical Faculty” (DMF). • Until 2016, the MoHFW recognized 208 MATS with 14246 enrolment capacity. Of these, only eight with 716 seats were in the public sector and the remaining 200 schools with 10870 seats were in the private sector. • Of the private sector MATS, 26 (13%) with 2660 seats were identified as nonfunctional or inactive, thus rendering only 11586 active seats in both public and private sectors. • Of the 208 MATS, about 37% (76) were based in the Dhaka Division followed by 25% in the Rajshahi Division. • There were no public sector or government-owned MATS in four divisions – Barishal, Mymensigh, Rangpur and Sylhet – until 2016. • There was no private sector MATS until 2000; but by 2010, 40 MATS were established, which increased to 200 by 2016, i.e. a 400% increment from 2010. • During 2007–2016, 34,125 students were admitted (approximately 40% female and 60% male) and 15,752 students graduated the DMF course. About 69% of the graduated students were from the private sector and the remaining 31% were from public sector institutions. A total of 5333 DMF grad- uates received registration from BMDC. A significant gap was observed among the total number of admitted students, graduates and registered/licensed graduates. • A year-wise increasing trend of the total number of admitted DMF students was observed. • Of the total admitted students, 82% (40% were female) got admission into private sector institu- tions. • In 2016, only 6779 students were admitted in all MATS in both public and private sectors against the total available seats, i.e. 11,586. This indicates that about 41% of the total number of seats remained vacant, and most of these were in private sector institutions. Diploma in Medical Technology (DMT) education • The MoHFW recognized 105 IHTs of which only 41 (39%) were functional or active, or were engaged in human resources development during 2007–2016. MoHFW recognized 97 private sector IHTs, of which 65% (64) were nonfunctional or inactive. Only eight IHTs belonged to the public sector and all of them were functional or active. • Regarding distribution of the eight public sector IHTs, there was none IHT in . Of the private sector IHTs (97), 54% (irrespective of them being functional and non-functional) were concentrated in the Dhaka Division. • Number of IHTs increased from only five in 2007, to 61 in 2010, to 105 in 2016. Increment rate from 2010 to 2016 was about 72%. • IHTs offered 11 disciplines/specialties during 2007–2016; however, not all IHTs offered all 11 disci- plines.

DMT in Lab Technology • All 105 IHTs offered DMT in Laboratory Technology (Lab Technology) with enrolment capacity of 4542. All eight IHTs offered DMT in Lab Technology with a total of 415 seats. In the private sector IHTs, 4127 seats were available (including both functional and nonfunctional).

85 Mapping of Health Professional Education Institutions in Bangladesh

• During 2007–2016, 12,887 (39% female) students were admitted into all IHTs for Lab Technology, of which 79% got admission into private sector IHTs and the remaining 21% were admitted into public sector IHTs. • During 2007–2016, 8071 students graduated DMT in Lab Technology; 21% from public sector institu- tions and 79% from private sector institutions. • Though there were 4542 seats in 2016, only 896 students got admission into the DMT Lab technolo- gy course.

DMT in Physiotherapy • A total of 38 IHTs offered the DMT in Physiotherapy course with 1320 approved seats. • All eight public sector IHTs offered DMT in Physiotherapy with enrolment capacity of 400; only 30 private sector IHTs offered this course in 2016 with enrolment capacity of 920. • A total of 2490 students (majority were male (about 63%)) were admitted into the DMT in Physio- therapy course during 2007–2016. • Though the total enrolment capacity of all IHTs was 1320, only 396 students were admitted into the course in 2016. The number of admitted students in private sector institutions was nominal, only 28. • During 2007–2016, 1041 students graduated the DMT in Physiotherapy course from both public (approximately 88%) and private sector institutions; about 36% of the graduates were female.

DMT in Dental Technology • A total of 74 IHTs offered the DMT in Dental Technology course with 2528 approved seats in all IHTs. • All eight public sector IHTs offered DMT in Dental Technology with enrolment capacity of 405; 66 private sector IHTs offered this course in 2016 with enrolment capacity of 2123. • A total of 3115 students (40% were female) were admitted into the DMT in Dental Technology course during 2007–2016. Approximately 76% of the total admitted students were from public sector institutions. • Though the total enrolment capacity in all IHTs was 2528, only 412 students were admitted into the course in 2016. Only 48 students were admitted into the course in the private sector institutions. • During 2007–2016, 2504 students graduated the DMT in Dental Technology course from both public (approximately 53%) and private sector institutions; about 33% of the graduates were female. DMT in Radiology and Imaging • A total of 33 IHTs offered the DMT in Radiology and Imaging course with 1200 approved seats. • All eight public sector IHTs offered the DMT in Radiology and Imaging course with enrolment capaci- ty of 405; 25 private sector IHTs offered this course in 2016 with enrolment capacity of 795. • A total of 2556 students (40% were female) were admitted into the MT in Radiology and Imaging course during 2007–2016. Approximately 92% of the total students were admitted into public sector institutions. • Though the total enrolment capacity in all IHTs was 1200, only 405 students were admitted into the course in 2016. The number of students admitted into private sector institutions was nominal, only 33. • During 2007–2016, 1655 students graduated the DMT in Radiology and Imaging course from both public (approximately 85%) and private sector institutions; about 28% of the graduates were female.

DMT in Radiotherapy • Fourteen IHTs offered the DMT in Radiotherapy course: eight in the public sector and six in the private sector. • During 2007–2016, 467 students graduated the DMT in Radiotherapy course from public sector institutions. No student graduated from the private sector. About 35% of the graduates were female.

86 Mapping of Health Professional Education Institutions in Bangladesh

DMT in Sanitary Inspectorship • Nine IHTs offered the DMT in Sanitary Inspectorship course with 500 approved seats. • All eight public sector IHTs offered DMT in Sanitary Inspectorship with enrolment capacity of 400 and only one private sector IHT offered this course in 2016 with enrolment capacity of 100. • A total of 1974 students (27% were female) were admitted into the DMT in Sanitary Inspectorship course during 2007-2016. All of the admitted students were from public sector institutions. • Though the total enrolment capacity of all IHTs was 500, only 122 students were admitted into the course in 2016. No student was admitted into private sector institutions. • During 2007–2016, 1300 students graduated the DMT in Sanitary Inspectorship course from public sector institutions. No student graduated from the private sector. About 19% of the graduates were female. DMT in Operation Theatre Assistance • Five IHTs offered DMT in Operation Theatre Assistance course with 205 approved seats. • Only one public sector IHT offered this course with enrolment capacity of 25; in the private sector, four IHTs offered this course in 2016 with enrolment capacity of 180. • A total of 101 students (30% were female) were admitted into the DMT in Operation Theatre Assis- tance course during 2007–2016. All of the admitted students were from private sector institutions. • Though the total enrolment capacity in all IHTs was 101, only 43 students were admitted into the course in 2016. No student was admitted into public sector institutions. • During 2007–2016, 21 students graduated the DMT in Operation Theatre Assistance course from private sector institutions. No student graduated from the public sector. DMT in Intensive Care Assistance • Five IHTs offered the DMT in Intensive Care Assistance course with 205 approved seats. • Only one public sector IHT offered the course with enrolment capacity of 25; in the private sector, four IHTs offered this course in 2016 with enrolment capacity of 180. • A total of 70 students (40% were female) were admitted into DMT in Intensive Care Assistance course during 2011–2016. All of the admitted students were from private sector institutions. • Though the total enrolment capacity in all IHTs was 101, only 30 students were admitted into the course in 2016. No student was admitted into public sector institutions. DMT in Prosthetics and Orthotics • Until 2016, there was only one institute in the private sector with 10 seats. No institute was found in the public sector. This course was introduced in 2015. • Twenty students (25% female) were admitted into the DMT in Prosthetics and Orthotics course during 2015–2016. All students were admitted to private sector institutions. DMT in Cardiology • One private sector IHT received approval from the SMFB with enrolment capacity of five students in 2015 to commence this course. No further information was available. DMT in Pharmacy • A total of 51 IHTs offered the DMT in Pharmacy course and with 500 approved seats. • All eight public sector IHTs offered DMT in Pharmacy with enrolment capacity of 405; 43 IHTs in the private sector offered this course until 2016. Private sector institutes were not able to provide the exact enrolment capacity. • A total of 6639 students (31% females) were admitted into the DMT in Pharmacy course during 2007–2016; 63% enrolled in private sector institutions and the remaining 37% enrolled in public sector institutions. • In 2016, of the 340 students who enrolled in the DMT in Pharmacy course 79% enrolled in public sector institutions and 21% in private sector institutions. • During 2007–2016, 3516 students graduated the DMT in Pharmacy course. About 70% graduated from private sector institutions and the remaining 30% from public sector institutions. About 36% of the graduates were female.

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7.4 Education management information systems

The GoB is committed to a “Digital Bangladesh by 2021”, and has adopted the National Information and Communication Technology (ICT) Policy 2015. This policy provides due attention to harnessing the power of ICT for the better health forthe population. Recognizing the critical role of human resources in health- care delivery, there is an imperative need fortimely and reliable production of human resource data and information for decision making, policy and planning purposes. But, in Bangladesh, human resource data are not collected and collated at one central location or place. The HRIS remains fragmented with various agencies or departments under MoHFW.

Policy guidelines for health professional education and ICT Since ICT is a powerful and reliable tool, it is recommended in many policy documents so that health professional education institutions can use it for production of quality, competent and responsive health workforce, and to meet health workforce related challenges towards UHC.

The resolution of the Fifty-ninth World Health Assembly (WHA59.23) in 2006 on “Rapid scaling upof health workforce production” urged Member States to use novel approaches to teach with state-of-the art materials through the innovative use of ICT.

The Global Independent Commission’s article21 on health professional education provides 10 recommen- dations for reform in existing educational systems worldwide. One recommendation was about exploiting the power of ICT for learning. This implies the need tomake necessary adjustments for harnessing new forms of transformative learning made possible by the revolution of information technology.

The Sixty-sixth World Health Assembly (WHA66.23) in 2013 urged Member States to provide adequate resources and political support for implementation of policies and strategies that are appropriate for the strengthening and transformation of health workforce education in support of UHC, and to share best practices and experiences on health workforce education.

The Global strategy on human resources for health: Workforce 2030 endorses capitalization of ICT to build competencies among health workers for better alignment of education with healthcare delivery. The United Nation’s High-Level Commission report22 of 2016 recommended providing special emphasis on ICT. It urged to harness the power of cost-effective ICTs for enhancement of health education, people-centered health services and health information systems.

In Bangladesh, ICT is a major priority area of the government with “Digital Bangladesh by 2021” announced in 2008. In December 2017, about half the population of Bangladesh (approximately 79.7 million) was able to use the internet.23 Digitalizing healthcare delivery, including education and research, has been made a priority intervention as reflected in the National ICT Policy24 in 2009 and its revised version in 2015.

21Frank J, Chan L, Bhutta ZA, Cohen J, Crisp N, Evans T, et al. Health professionals for a new century: transforming education to strengthen health systems in an independent world. Lancet 2010;376:1923-58. doi: 10.1016/S0140-6736(10)61854-5. Epub 2010 Nov 26. p. 54. 22Working for health and growth: investing in the health workforce. Report of the High-Level Commission on Health Employment and Economic Growth. Geneva: World Health Organization; 2016 (http://apps.who.int/iris/bitstream/10665/250047/1/9789241511308-eng.pdf, accessed on 9 December 2018). 23Digital Bangladesh initiative halfway to completion. . 9 December 2017 (http://www.dhakatribune.com/bangla- desh/2017/12/09/digital-bangladesh-initiative-halfway-completion/ (accessed 9 December 2018). 24National ICT Policy 2009. Ministry of Science and Information & Communication Technology. Dhaka: Government of Bangladesh; 2009 (http://www.bcs.org.bd/img/upload/page/11.pdf, accessed 9 December 2018).

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The 7th Five Year Plan (2016–2020) of the GoB25 envisions uplifting the country into a higher middle-income country by 2021. Therefore the use of innovative technologies, such as ICT, has been given priority. In line with this, the 4th sector programme26 (2017–2022) of the MoHFW has created provisions for making health services accessible to all through eHealth and MIS strategies. Thus, there are ample policy directions on the use of ICT as an instrument to facilitate and transform health professional educationin Bangladesh. MIS at DGHS The central HRIS was established asan initiative by the Human Resource Management Unit, MoHFW (now called the Human Resources Branch at Health Services Division) with support from a development partner, Department for International Development, Government of the . The main idea was to connect every department or agency under the purview of MoHFW and to ensure regular updates of human resources data into the system. But the initiative was not very successful in meeting the main purpose and now only the central HRIS with DGHS is in use.

Box 5: Connectivity of central HRIS with various organizations under MoHFW for health professional education data

MOHFW DGHS Central HRIS Medical MOHFW Other Colleges Directorates

Detal Council & Colleges/ registration IHT and Unit bodies MATS

DGHS has been able to establish inter-operability within its different organizations across the country. However, the central HRIS mainly focuses on service sector data. It has very limited space and scope for the education sector and does not cover data of students and graduates; therefore, these are not easily accessible for planning and management purposes.

Until 2017, medical education data were not collected through an online-based system. An ICT-based Education Management Information System (EMIS) is yet to be properly established with the central Medi- cal Education Unit, called “Medical Education and Health Manpower Development” under theDGHS. Paper-based data collection is still in practice. Inter-institutional connectivity or linkages have not yet been properly established and inter-operability appears remote.

A total of 463 undergraduate educational institutions from both public and private sectors were identified under the purview of DGHS’s ME&HMD department under MoHFW. This department assists the MoHFW to implement relevant policies and strategies formulated for administration in various education institu- tions. It conducts admission tests for courses such as MBBS, BDS and DMF and DHT. It regularly inspects the various institutions and monitors compliance, and hence ensures active functioning of policies related to educational institutions.

25Seventh Five Year Plan FY2016–FY2020. Accelerating growth, empowering citizens. General Economic Division, Bangladesh Planning Commission. Dhaka: Government of Bangladesh; 2015 (http://www.lged.gov.bd/UploadedDocument/UnitPublica- tion/1/361/7th_FYP_18_02_2016.pdf, accessed 9 December 2018). 26Programme Implementation Plan (PIP). 4th Health, population and Nutrition Sector Programme (HPNSP) January 2017–June 2022. Planning Wing. Ministry of Health and Family Welfare. Dhaka: Government of Bangladesh; 2017

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Some important features regarding the current state of MIS at the Medical Education Unit at DGHS are listed below. • No dedicated policy or strategy for digitalization of medical and allied education was found during the study period. Though the government is committed towards a “Digital Bangladesh by 2021”, little or no effort was found for digitalization of medical education in Bangladesh. The current MIS was mostly focused on service sector data, while data from the production side or education side were minimal. • Key organizations, such as BMDC, Box 6: Inter-agency connectedness with the central medical SMFB and PCB, were maintaining education unit registration and licensing data on paper. Year-wise data regarding male–female distribution, public– MOHFW private distribution, Bangla- desh–non-Bangladeshi distribu- Council & tion and several others could not Medical registration be easily collected. Colleges Central Medical bodies • There was no specific or definite Education location, where all medical educa- Unit tion data and information covering MBBS, BDS, Diploma in Medical Assistance and Diploma in Health Technology professionals were Dental IHT and easily available. They were Colleges/ MATS scattered among the various direc- Unit torates or agencies. • For up-to-date and comprehensive data at national level, written communications through official letter had to be sent to every institution, which was time consuming. • Regular updation of education data (such as yearly production disaggregated at national and subna- tional levels, with male–female distribution, public–private contribution) would be required for proper planning and management of the health workforce. • A well-planned EMIS would be required for ensuring timely, accurate and appropriate medical education data and information for future decision making as revealed in a stakeholders meeting connected to this study. Opportunities There are ample opportunities to strengthen existing education data management systems at ME&HMD, DGHS. • DGHS MIS is well developed and a foundation is built for central HRIS, therefore, its capacity strengthening would be instrumental in line with fulfilling the need of data updating and collation. • Since the need for digitalization is there, formulation and granting a dedicated digitalization policy for medical education along with the development of a roadmap is assumed to be instrumental. • The ongoing effort of organizational reform of DGHS should be taken into account for the establish- ment of the ICT department/section with adequate and appropriate human resources. • Connect all educational institutions with the Director ME&HMD and establish interoperability for timely and reliable data collection, reporting and use of data. • Development of Training Management Information System has been selected as a priority activity in the 4th HNPSP 2017–2022, which could help can facilitate and accelerate the development

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Future development plan • Strengthening and development of medical education website through the MIS department. • Advocacy and ‘buy-in’ of various stakeholders through consultation for a well-structured EMIS in place. • Since stakeholders are diverse, a dedicated policy for digitalization of medical education would be instrumental. Undertaking a scoping study for the development of a comprehensive ICT-based EMIS can support this. • Improving the system for timely and reliable reporting from both public and private sector institutions. • Profile development and management of individual Institutions. • Inventory and store management. • Strengthening monitoring and evaluation system. • Introducing e-filing system at the office. Challenges • Lack of ICT experts in the office and resource limitations. • Capacity strengthening of ME&HMD staff (through training). • Capacity strengthening of academic/institutional level staff (through training). • Regular monitoring and evaluation of updated data. MIS with nursing and midwifery education institutions This assessment focused on BNMC for collection of necessary data and information during the study period. BNMC is a regulatory body and guided by the Bangladesh Nursing and Midwifery Council Act 2016. Digitalization of its education management information system was started with support from the Human Resources for Health Project funded by Department of Foreign Affairs, Trade and Development of the Government of Canada in 2012. Before that WHO Bangladesh provided technical support. The Council was able to establish an online database called Bangladesh Nurses, Midwives & Allied Professional Database (BNMCDB). In 2013, BNMCDB was designed as three registration databases: student, RNM and allied.

In 2014, BNMC established WiFi with corporate broadband connection for smooth operations of BNMCDB. In 2015, the student registration database was decentralized in all public and private nursing institutes and colleges. In 2016, the digital registration card was introduced incorporated with Quick Response (QR) code. In 2017, BNMC introduced a comprehensive and final examination system in BNMCDB. As a result, approximately 50000 student registration data were entered into the database as of 31 Jan 2018.27 Registration data of approximately 60,000 nurse-midwives and allied professionals were entered into the database as of 31 Jan 2018. Box 7: Sample registration card for a nurse-midwife practitioner

27Registrar, Bangladesh Nursing and Midwifery Council, Bijoynagar, Dhaka (16 May 2017)

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The digital card is automatically generated by the system of BNMCDB. This card is designed in three colors: green for the nurse-midwife practitioner, pink for the midwifery practitioner, and blue for BSc nursing practitioners. The back of this digital card has the QR code that helps identify the registration status. It can be verified any where in country using a QR code scanner.

The DGNM carried out the admission of new students for DNSM, DM and BScN courses with the help of its Training and Education Unit, which looks after education related issues. But the MIS of DGNM mostly focused on service sector data and less on education-related data. For education related data, it relied on BNMC.

Opportunities and challenges for strengthening existing MIS at BNMC The study team made several consultations with BNMC officials and presented the following progressive issues, which can be regarded as opportunities to strengthen BNMC’s education management information system. • BNMC already has an established web-based database – BNMCDB – which is active and in use. • BNMC has its own website where it can upload summary reports making data easily accessible. • BNMC has already connected with its affiliated institutions through BNMCDB and each of them has their own ID to log in, which can be further strengthened for a robust database required for evidenced based decision making. • Interoperability is taking place, with some exceptions due to limited Internet access in remote areas. • BNMC is updating the system periodically. • BNMC is bringing organizational reform for its capacity strengthening, where provision of recruiting more information technology experts is considered. • BNMC has good professional relations with government systems, development partners and other key stakeholders that can be capitalized for a functional and online management information system. • BNMC has highly committed staff.

Challenges The prominent challenges prevailing with the BNMC regarding establishing a digital education manage- ment information system are listed below. • BNMCDB needs revision as per the requirement of the data/indicator of this mapping study in order to update data on a periodic basis. • Limited resources, both financial and logistical. • Shortage of ICT experts. • Strengthening the capacity of BNMC for a fully operational online based MIS with interoperability within affiliated institutions. • Strengthening of academic institutional staff (through training) at all levels, including both public and private sectors. • Regular monitoring and evaluation of updated data.

Activities planned by the BNMC for the next five years • Establish a Virtual Private Server in collaboration with ICT related ministry. • Regularly update the existing BNMC website. • Design and publish a semi-annual report “BNMC Bulletin” for better use of data from BNMCDB. • Strengthen existing database movement system for historical data. • Improve the system for timely and reliable reporting to support evidence-based decision making. • Manage the profile of individual Institutions affiliated with BNMC. • Establish Training Cell at BNMC. • Develop the training module based on BNMCDB to make it more user friendly. • Conduct training of trainers for development of trainers on BNMCBD.

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• Create and establish a computer-based inventory and store management. • Strengthen the monitoring and evaluation system. • Introduce online accounts and financial management system at BNMC. • Introduce and pilot an e-filing system. • Introduce aSmart Card for registered nurses and midwives for up-to-date data and information. • Introduce biometrics for staff attendance and visitor log management system.

Summary findings • No dedicated policy or strategy for digitalization of medical and allied health professional education exists. • Regulatory bodies, such as BMDC, SMFB and PCB, are maintaining registration and licensing data in paper form. It requires time and effort to collect year-wise registration data on male–female distri- bution, public–private distribution, Bangladesh–non-Bangladeshi distribution and several others from these organizations. • BNMC was on track to develop an online database including basic registration information of students and graduates, and was able to establish a fair interoperability among all nursing and midwifery institutes and colleges, with some limitations related to the private sector institutions. • No specific or definite location for easy access to all medical education data and information, covering MBBS, BDS, DMF and DMT professionals. Data are scattered among various directorates or agencies and are paper based. • Regular updating of not easily accessible education data (such as yearly production number disag- gregated at national and sub-national levels with male–female distribution, public–private contribu- tion, among others) is required for proper planning and management of the health workforce. • The concept of EMIS has not been established for timely generation of education data and information. • The MIS was attached to various directorates (such as DGHS and DGNM) and mostly focused on service sector data. There was little or no attention to education related data (such as yearly produc- tion with male–female distribution, public and private distribution, nationality distribution) that are needed for conducting health labour market analysis and evidence-based planning and projection. 8. Limitations of the assessment • Only the health professional education institutions recognized by MoHFW and MoD were covered. The assessment did not cover educational institutions that offered courses related to alternative medical care such as Bachelor of Homeopathy Medicine and Surgery. • Institutions under the authority of Ministry of Education (MoE), specifically the BTEB that recognizes a number of educational institutions offering courses related to healthcare, such as the four-year diploma-course in patient care and three year diploma course in health technology, were not covered. • The study team had to disseminate the data prepared and forwarded by the heads of the respective institutions from both public and private sectors. Cross-checking or data verification could not be ensured on time at all health professional education institutions, though data quality checks were conducted on a limited number of institutions. • During the study period, a significant number of MATS and IHTs were found to be nonfunctional. Few in consistencies were found in the exact enrolment capacity and actual enrolment, especially for medical colleges, IHTs and MATS in the private sector. • At the initial stage, the study team planned to collect all faculty data from all institutions but due to low response from private sector institutions, this step was dropped. Therefore, faculty data are not presented in this report though faculty data from public or government institutions were collected.

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9. Conclusion and recommendations Bangladesh is committed to accelerate progress towards SDGs including UHC. However, to achieve SDGs and UHC, the country needs adequate number of health workforce with the right skills and motivation, and properly distributed for satisfactory delivery of health services (such as essential health services). Since Bangladesh has a history of shortage of a formally trained health workforce, this study would have implications on annual production of category-wise health workforce vis-à-vis inflows to the health labour market. Therefore, it bridges the interface between the health system and the education system.

This study is a supply-side mapping of all health professional education institutions under MoHFW and probably the first assessment of its kind in the country undertaken by the DGHS. The assessment describes the governance structure of health professional education institutions from key policy documents adopt- ed by the government. The study later focused on geographical mapping of institutions and supply-side information during 2007–2016, covering statistics of students, graduates and registered professionals, i.e. numbers, male–female distribution and nationality. This helped to create a data platform to meet relevant data requirements of the ministry and other stakeholders for informed decision making. This is the production side input for future health professionals and therefore could assist policy makers and educa- tionalists to formulate a national level health workforce production plan. This report is expected to add value to the knowledge base and thereby inspire future research and development in health professional education. However, the following recommendations are made to make the best use of the findings or results.

Recommendations related to health professional education governance and MIS

Recommendation 1: Formulate a health professional education digitalization strategy in response to the “Digital Bangladesh by 2021” commitment and the National ICT Policy 2015.

Recommendation 2: Strengthen the regulatory or legal status of the State Medical Faculty of Bangladesh through formulation of a proper Act/Law as there is none in favour of institutions developed since the independence of Bangladesh.

Recommendation 3: Undertake steps to regularly update (ideally on a yearly basis) mapping data (as it changes every year) through establishment of an observatory cell at the respective implementing agencies (such as DGHS and DGNM). In this regard, the master Excel sheet developed during data entry and compi- lation could be used until a computer-based online platform is created for ME&HMD, DGHS.

Recommendation 4: Strengthen existing MIS of DGHS and DGNM by incorporating the key indicators of this mapping report, such as public and private distribution, nationality distribution of students and gradu- ates, male and female distribution, divisional/regional distribution and others.

Recommendation 5: Develop a computer-based database (preferably online based with interoperability in place) linked to mapping databases at BMDC, BNMC, SMFB and PCB so that key health professional educa- tion data and information (such as public and private distribution, nationality distribution of students and graduates, male and female distribution, divisional/regional distribution and others) could be available with minimum effort.

Recommendation 6: Undertake steps to align curricula developed or updated during the MDG period (such as that of MBBS, basic BScN, DNSM, DMF, DMT) with changing health needs in Bangladesh by incorporat- ing key concepts of SDGs and covering all six major disciplines (i.e. laboratory medicine, radiology and imaging, radiotherapy, physiotherapy, dentistry and pharmacy).

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Recommendation 7: Conduct health labour market analysis to assess and determine category-wise health workforce supply against the demand in the job market so that balanced production is ensured.

Recommendation 8: Formulate a national health workforce production plan in line with the national health workforce plan to ensure balance between supply and demand of the health workforce, as well as to avoid over- and under-production of a certain category of workforce.

Recommendation 9: Undertake special measures to report on the number of functional and non-function- al education institutions, especially among MATS and IHTs, to avoid over-/underreporting onhealth professional education institutions in the country.

Recommendation 10: Regularly publish the progress of key indicators of this report such as the number of yearly admissions, pass-outs/graduates and registered/licensed major health professionals (i.e. physician, dental surgeon, nurse, midwife, medical assistant and technologist) with their male–female distribution, public–private distribution, nationality and geographical distribution in the annual health bulletin of the DGHS and the HRH country profile/HRH data sheet.

Recommendations related to geographical mapping of health professional education institutions

Recommendation 11: Discourage the establishment of any new health professional education institution in the Dhaka Division (because 41% of the total health professional education institutions (674) are concentrated in the Dhaka Division), and encourage their establishment in other divisions to ensure regional balance and equity in accessibility.

Recommendation 12: Explore why Khulna division did not have any dental college or unit.

Recommendations related to health professional production and supply

Recommendation 13: Strengthen the monitoring, supervision and quality assurance mechanisms of government sector institutions at all levels to ensure quality education and protect public interest, since a significant number of students are getting admitted into (on an average 59% MBBS students and 48% DNSM students) and graduating from private sector institutions (50% MBBS graduates and 39% DNSM graduates) every year.

Recommendation 14: Undertake an assessment or survey of foreign students (since approximately 10% of total admitted MBBS students were foreign nationals and their numbers showed an increasing trend) regarding their choices and preferences in Bangladesh, in order to attract more students in future.

Recommendation 15: Take steps to investigate why there were significant differences among the total number of admitted students, graduated students and registered/licensed professionals of MBBS, BDS, DMF, DNSM and BScN with the respective professional councils.

Recommendation 16: Undertake a similar assessment for institutions related to alternative medical care professionals and also for institutions under the MoE.

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10. Bibliography 1. Ahmed SM, Evans TG, Standing H, Mahmud S. Harnessing pluralism for better health in Bangladesh. Lancet2013;382:1746-55. 2. Frank J, Chan L, Bhutta ZA, Cohen J, Crisp N, Evans T, et al. Health professionals for a new century: transforming education to strengthen health systems in an independent world. Lancet 2010;376:1923-58. doi: 10.1016/S0140-6736(10)61854-5. Epub 2010 Nov 26. 3. Global strategy on human resources for health: workforce 2030. Geneva : World Health Organiza- tion; 2016 (http://apps.who.int/iris/bitstream/handle/10665/250368/9789241511131-eng.pdf, accessed 7 December 2018). 4. 2017 health SDG profile: Bangladesh. New Delhi: World Health Organization (updated on June 2017) (http://www.searo.who.int/entity/health_situation_trends/countryprofile_ban.pdf, accessed 7 December 2018). 5. Cabinet Division, Government of Bangladesh. Extraordinary Gazette of March 2017. 16 March 2017, SRO Number- 62-Law/2017. pp. 2533- 2539 (http://www.dpp.gov.bd/upload_file/ga- zettes/20579_36657.pdf, accessed 7 December 2018). 6. Health Policy 2011. Ministry of Health and Family Welfare, Government of Bangladesh (in Bangla). 7. Working together for health – The World Health Report 2006.Geneva: World Health Organization; 2006 (https://www.who.int/whr/2006/whr06_en.pdf, accessed 7 December 2018). 8. Bangladesh health workforce strategy 2015: On the move. [website]. (http://www.searo.who.in- t/bangladesh/news/BAN_HTS/en/, accessed 10 December 2018). 9. 4th Health, population and Nutrition Sector Programme (HPNSP) January 2017 – June 2022. Programme Implementation Plan (PIP).Planning Wing. Ministry of Health and Family Welfare, Government of Bangladesh; 2017. 10. Coward R. Educational governance in the NHS: a literature review. Int J Health Care Qual Assur 2010;23:708-17. 11. Overcoming inequality: why governance matters. Education for All Global Monitoring Report 2009. France: United Nations Educational, Scientific and Cultural Organization; 2008 (http://unesdoc.une- sco.org/images/0017/001776/177609e.pdf (accessed 7 December 2018). 12. Working for health and growth: investing in the health workforce. Report of the High-Level Commis- sion on Health Employment and Economic Growth. Geneva: World Health Organization; 2016 (http://apps.who.int/iris/bitstream/10665/250047/1/9789241511308-eng.pdf(accessed 7 Decem- ber 2018). 13. Digital Bangladesh initiative halfway to completion. Dhaka Tribune. 9 December 2017 (http://ww- w.dhakatribune.com/bangladesh/2017/12/09/digital -bangladesh-initiative-halfway-completion/(- accessed 7 December 2018). 14. National ICT Policy 2009. Ministry of Science and Information & Communication Technology, Government of Bangladesh; 2009 (http://www.bcs.org.bd/img/upload/page/11.pdf(accessed 7 December 2018). 15. Framework for Action Interprofessional Education &Collaborative Practice. Health Professions Networks. Nursing and Midwifery. Human resources for Health. Geneva:World Health Organization; 2010 (http://apps.who.int/iris/bitstream/handle/10665/70185/WHO_HRH_HPN_10.3_eng.pdf, accessed 7 December 2018).

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Annexures

Annex 1: Composition and ToR of the Technical Advisory Committee (TAC) Government of People’s Republic of Bangladesh Directorate General of Health Services Mohakhali, Dhaka www.dghs.gov.bd

Memo No.WHO/MapHPE/2016-17/292(1) Date: 13/02/2017 Notice

The Undersigned is directed to inform you that the following Technical Advisory Committee (TAC) is hereby constituted with immediate effect in order to complete “Mapping of Health Professional Education Institu- tions in Bangladesh”. The composition and Terms of Reference (ToR) of the committee is as follows:

Composition (Not According to Seniority)

1. Professor Dr MA Rashid, Director, Medical Education & Health Manpower Development, Chairperson DGHS, Mohakhali, Dhaka 2. Registrar, Bangabandhu Sheikh Mujib Medical University, Shahbagh, Dhaka Member 3. Registrar, Bangladesh Medical and Dental Council, Bijoy Nagar, Dhaka Member 4. Director (Admin), Directorate General of Health Services, Mohakhali, Dhaka Member 5. Director (Planning), Directorate General of Health Services, Mohakhali, Dhaka Member 6. Director (MIS), Directorate General of Health Services, Mohakhali, Dhaka Member 7. Director (Dental), Directorate General of Health Services, Mohakhali, Dhaka Member 8. Director, Centre for Medical Education, Mohakhali, Dhaka Member 9. Member, Central Executive Committee, BMA, Topkhana Road, Dhaka (Attn. Dr Rokeya Sultana) Member 10. Secretary, Bangladesh College of Physicians and Surgeons, Mohakhali, Dhaka. Member 11. Deputy Secretary (Medical Education -1), MoHFW Member 12. Deputy Chief, Human Resources Management Unit, MoHFW Member 13. Deputy Director (Admin), Directorate General of Nursing and Midwifery Services, Sher-E-Bangla Member Nagar, Dhaka 14. Registrar, Bangladesh Nursing and Midwifery Council, Bijoy Nagar, Dhaka Member 15. Deputy Director, Medical Education, DGHS, Mohakhali, Dhaka Member 16. Secretary, State Medical Faculty of Bangladesh, Bijoy Nagar, Dhaka Member 17. Secretary, Pharmacy Council of Bangladesh, Banglamotor, Dhaka Member 18. National Professional Officer-HRH, World Health Organization, Gulshan 1, Dhaka Member 19. Assistant Director, Directorate of Medical Education & Health Manpower Development, Member DGHS, Mohakhali, Dhaka Secretary

Professor Dr MA Rashid Director Medical Education & HMPD DGHS, Mohakhali, Dhaka.

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Terms of Reference (ToR) 1. Advise Technical Working Committee (TWC) on overall implementation of the mapping study on health professional education institutions in Bangladesh; 2. Review technical documents e.g. draft report produced by the TWC before final submission; 3. Periodically attend TAC meetings and provide inputs to the progresses made for implementation of the study; 4. Provide guidance for organizing national level stakeholder consultation as part of finalization of the draft report; 5. Can co-opt any member as and when necessary.

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Annex 2: Composition and ToR of the Technical Working Group (TWG) Government of People’s Republic of Bangladesh Directorate General of Health Services Mohakhali, Dhaka www.dghs.gov.bd

Memo No.DGHS/ME/WHO/MapHPE/2016-17/ Date: 01/03/2017

The Undersigned is directed to inform you that the following Technical Working Group (TWG) is hereby constituted with immediate effect in order to complete “Mapping of Health Professional Education Institu- tions in Bangladesh”. The composition and Terms of Reference (ToR) of the group is as follows:

Technical Working group (TWG) (Not according to seniority): 1. Deputy Director (Medical Education), DGHS (Coordinator) 2. Deputy Director (Medical Assistance), DGHS 3. Representative of the Principal, IHT, Mohakhali, Dhaka 4. Assistant Director (Dental), DGHS 5. Deputy Programme Manager, Medical Education, DGHS 6. Representative of Dean, Medical Faculty of Dhaka University 7. Professor, Curriculum Development & Evaluation, CME 8. Assistant Director (HMPD), DGHS (Member Secretary) Technical Assistance: 1. Md. Nuruzzaman, National Professional Officer-HRH, WHO Country Office Bangladesh 2. Joynul Islam, Executive Assistant-HRH, WHO Country Office Bangladesh

Professor Dr MA Rashid Director Medical Education & HMPD DGHS, Mohakhali, Dhaka.

99 Mapping of Health Professional Education Institutions in Bangladesh

Terms of Reference (ToR) 1. Assist the Technical Advisory Committee (TAC) to carry out all components of the mapping study on health professional education institutions in Bangladesh as per the work plan and budgetary items. 2. Assist to organize TAC meetings and TWC meetings on regular and timely basis. 3. Develop the data collection tool and forms for collection of needed data for the study. 4. Finalize the data collection tool by taking inputs from the TAC and pre-testing. 5. Collect necessary data and information from the respective institutions as needed for successful completion of the study. 6. Communicate and coordinate the whole data collection process and different stakeholders involved with the study. 7. Compile the collected data and conduct preliminary analysis as part of production of the report. 8. Prepare draft report and collect inputs from the TAC members and also from other experts. 9. Assist to organize national level stakeholder consultation meeting on time. 10. Prepare meeting minutes, note for record, briefing etc. and circulate on timely basis.

Dr Md Masudur Rahman Assistant Director Medical Education (HMPD) DGHS, Mohakhali, Dhaka E-mail: [email protected]

100 Mapping of Health Professional Education Institutions in Bangladesh Generic format 2. Year of establishment: ...... of establishment: 2. Year year): (current capacity enrollment 4. Total ...... 4.a. Name of degree ...... 4.b. Name of degree (please Specify) ...... 4.c. Others Mohakhali, Dhaka Email:[email protected] Directorate General of Health Services-DGHS General Directorate Government of the People’s Republic of Bangladesh Republic of the People’s Government Medical Education & Health Manpower Development & Health Manpower Education Medical trict:...... Private Public 1. Name of institution: ...... 1. Name of institution: (put a tick mark): 3. Ownership 5. Name of the Principal: ...... Phone No. Email: 6. Name of the Vice Principal: ...... 7. Address: ...... Dis Division:...... 8. Phone No. (Office): ...... 9. Fas: 10. Email: (Office): ...... 11. Website: Annex 3: Tools for data collection data for 3: Tools Annex Information 01: General Table from WHO aupport technical in Bangladesh” with Institutions Education of “Mapping Health Professional the assessment for developed was This tool Office Bangladesh Country

101 Mapping of Health Professional Education Institutions in Bangladesh Total Page 2 of Page Female that year) that Graduated (in the final examination in (in the final examination Male Total Foreign (Non-Bangladeshi) Foreign Female Admitted in first year in first total number of admission total Male Total Name of the degree* ...... Female Graduated in that year) in that (in the final examination Bangladeshi Admitted in first year) in first (total Number of admission (total Male Female Total Male 2007 2008 2009 2010 2011 2012 2013 2014 2015 2016 Year (Last 10 years) (Last Sl. No 01 02 03 04 05 06 07 08 09 10 *Please add extra page according to the name of the degrees. Example: MBBS/BDS etc. Example: the name of degrees. to according page *Please add extra Table 02: Total number of admitted students and graduated in last 10 years 10 in last and graduated students number of admitted 02: Total Table

102 Mapping of Health Professional Education Institutions in Bangladesh

Annex 4: List of health professional education related policies 1. Ò‡emiKvix †gwW‡Kj K‡jR ¯’vcb I cwiPvjbv bxwZgvjv 2011 (ms‡kvwaZ)Ó| wPwKrmv wkÿv-2 kvLv, ¯^v¯’¨ I cwievi Kj¨vY gš¿Yvjq| ZvwiLt 22-06-2011; [¯^viK bst ¯^vcKg/wPwkR-2/AvBb I wewa-3/(Ask-2)/2008/162]| (“Pri- vate Medical Colleges Establishment and Operation Policy 2011 (Amended)”. Medical Education -2, Ministry of Health and Family Welfare (MOHFW), (Date: 22-06-2011). 2. Ò‡emiKvix ‡W›Uvj K‡jR ¯’vcb I cwiPvjbv bxwZgvjv 2009Ó| wPwKrmv wkÿv kvLv, ¯^v¯’¨ I cwievi Kj¨vY gš¿Yvjq| ZvwiLt 15-11-2009 [¯^viK bst ¯^vcKg/wPwkR/‡em‡gK-2/2009/855] (“Private Dental College Establish- ment and Operation Policy 2009”; Medical Education Division, Ministry of Health and Family Welfare (MOHFW), Date: 15-11-2009). 3. Criteria and Standard of Bangladesh Medical and Dental Council for Recognizing Medical Colleges. Bangladesh Medical and Dental Council (BMDC); March 2009. 4. Criteria and Standard of Bangladesh Medical and Dental Council for Recognizing Dental Colleges. Bangladesh Medical and Dental Council (BMDC); March 2009. 5. Curriculum for Under-Graduate Medical Education In Bangladesh-Updated 2012. Approved By Bangladesh Medical & Dental Council (BMDC). 6. Curriculum for Under-graduate Dental (BDS) Education in Bangladesh-Updated 2016. Approved By Bangladesh Medical & Dental Council (BMDC). 7. Ò‡gwW‡Kj/‡W›Uvj K‡j‡R GgweweGm/wewWGm †Kv‡m© QvÎ/QvÎx fwZ© bxwZgvjv-2011Ó| wPwKrmv wkÿv-2 kvLv, ¯^v¯’¨ I cwievi Kj¨vY gš¿Yvjq| ZvwiLt 24-08-2011[¯^viK bst ¯^vcKg/wPwkR-2/‡em‡gK-2/2009(Ask-1)/284]. 8. GgweweGm †Kvm© DËxY© nIqvi ci B›Uvb©wkc cÖwkÿY MÖnY cÖm‡½| ¯^viKwjwc, wPwknv kvLv, ¯^v¯’¨ I cwievi Kj¨vY gš¿Yv- jq| 8/9/1990 [¯^viK bst wPwknv- 3 Gg 08/87/579 (25)]. 9. we‡`k nB‡Z wWMÖxcÖvß evsjv‡`kx †gwW‡Kj I ‡W›Uvj MÖvRy‡qUM‡bi †`‡ki †gwW‡Kj K‡jR mg~‡n B›Uvb©wkc cÖwkÿY cÖm‡½| ¯^v¯’¨ DBs, cvi-3 kvLv, ¯^v¯’¨ I cwievi Kj¨vY gš¿Yvjq| 6/4/1987 [¯^viK bst cvi- 3 G1-32/86/117]. 10. cÖÁvcbt 2014-15 wkÿv el© n‡Z †emiKvwi †gwW‡Kj/‡W›Uvj K‡jR mg~‡n GgweweGm/wewWGm †Kv‡m© cÖ_g e‡l© QvÎ-QvÎx fwZ© wd| wPwKrmv wkÿv-1 kvLv, ¯^v¯’¨ I cwievi Kj¨vY gš¿Yvjq| ZvwiLt 26-10-2014; [¯^viK bst ¯^vcK- g/wPwk-1/QvÎ fwZ© -01/2011(Ask)/621]. 11. Ò‡emiKvix ch©v‡q †gwW‡Kj G¨vwmm‡U›U †Uªwbs ¯‹yj ¯’vcb I cwiPvjbv bxwZgvjv 2010Ó| wPwKrmv wkÿv kvLv, ¯^v¯’¨ I cwievi Kj¨vY gš¿Yvjq| ZvwiLt 13-01-2010; [¯^viK bst ¯^vcKg/wPwkR/ †em‡gK-2/2009/28] [Private Medi- cal Assistant Training School Establishment and OperationPolicy 2010; prepared by Medical Educa- tion Division, Ministry of Health and Family Welfare (MOHFW), Date: 13-01-2010]. Curriculum for Medical Assistant Training Course, Compiled & Edited by: The State Medical Faculty 12. of Bangladesh & Centre for Medical Education (CME). 13. Ò‡emiKvix g¨vUm cÖwZôv‡bi Rbej wmwWDj| (cÖkvmwbK I Ab¨vb¨ Rbej)Ó [Manpower Schedule, Private Medical Assistant Training School – MATS (Administrative and Other Manpower]. 14. Ò‡emiKvix Lv‡Z ‡gwW‡Kj †UKbjRx ¯’vcb I cwiPvjbv bxwZgvjv 2010Ó wPwKrmv wkÿv kvLv, ¯^v¯’¨ I cwievi Kj¨vY gš¿Yvjq| ¯^viK bst ¯^vcKg/wPwkR/ †em‡gK-2/2009/27| ZvwiLt 13-01-2010 [“Private Institute of Health Technology (IHT) Establishment and Operation Policy 2010”. Medical Education Division, Ministry of Health and Family Welfare (MOHFW), Date: 13-01-2010]. Curriculum for Health Technology (HT) in Lab Technology, Compiled & Edited by: The State Medical 15. Faculty of Bangladesh & Centre for Medical Education (CME). Curriculum for Health Technology (HT) in Sanitary Inspector Training, Compiled & Edited by: The 16. State Medical Faculty of Bangladesh & Centre for Medical Education (CME). Curriculum for Health Technology (HT) in Dental Technology,Compiled & Edited by: The State Medi- 17. cal Faculty of Bangladesh & Centre for Medical Education (CME). Curriculum for Health Technology (HT) in Intensive Care Assistance (ICA), Compiled & Edited by: The 18. State Medical Faculty of Bangladesh & Centre for Medical Education (CME). Curriculum for Health Technology (HT) in Operation Theatre Assistance (OTA), Compiled & Edited by: 19. The State Medical Faculty of Bangladesh & Centre for Medical Education (CME).

103 Mapping of Health Professional Education Institutions in Bangladesh

20. Curriculum for Health Technology (HT) in Physiotherapy,Compiled & Edited by: The State Medical Faculty of Bangladesh & Centre for Medical Education (CME). 21. Curriculum for Health Technology (HT) in Radiology,Compiled & Edited by: The State Medical Faculty of Bangladesh & Centre for Medical Education (CME). 22. Curriculum for Health Technology (HT) in Radiotherapy, Compiled & Edited by: The State Medical Faculty of Bangladesh & Centre for Medical Education (CME). 23. fwZ© weÁwßt 2016-2017 wkÿve‡l© Bbw÷wUDU Ae †nj_ ‡UK‡bvjwR XvKv, ivRkvnx I Rb¯^v¯’¨ Bbw÷wUD‡U weGmwm Bb †nj_ ‡UK‡bvjwR †Kvm© mg~‡n QvÎ-QvÎx fwZ©i weÁwß| ¯^v¯’¨ Awa`ßi, ¯^vcKg, [¯^viK bst ¯^vtAwat/wP- wkR/weGmwm- fwZ©/2016-2017/882 ZvwiL 03/11/2016]. 24. evsjv‡`k bvwm©s I wgWIqvBdvwi KvDwÝj AvBb-2016| evsjv‡`k RvZxq msm`, XvKv, 08 †cŠl, 1423/22 wW‡m¤^i 2016 (Bangladesh Nursing & Midwifery Council Ordinance, 2016; Bangladesh Parliament, Dhaka, 22 December 2016). 25. ÒMYweÁwßt evsjv‡`k bvwm©s I wgWIqvBdvwi KvDw݇ji Awaf~³ cÖwZôvbmg~‡ni nvjbvMv` ZvwjKvÓevsjv‡`k bvwm©s I wgWIqvBdvwi KvDwÝj, 14 †deªæqvwi 2017| cÖKvkt ˆ`wbK B‡ËdvK 14 Ryb 2017wLªt I w` †WBwj ÷vi 15 Ryb 2017wLªt (“Public Advertisement: Updated list of registered institutions under Bangladesh Nursing and Midwifery Council”; Published on The Daily Ittefaq on 14 June 2017 and on Daily Star on 15 June 2017). 26. Ò‡emiKvix ch©v‡q wgWIqvdvwi cÖwZôvb ¯’vcb I wW‡cøvgv Bb wgWIqvdvwi †Kvm© PvjyKiY bxwZgvjv Ó bvwm©s kvLv, ¯^v¯’¨ I cwievi Kj¨vY gš¿Yvjq| ZvwiLt 19-09-2014; [ ¯^viK bst 45.158.111.00.00.040. 2013-458] [“Private midwifery institutes establishment and midwifery course commencement policy”; Nursing Division, Ministry of Health and Family Welfare (MOHFW), Date: 19-09-2014] 27. Curriculum for B.Sc.in Nursing 2006.Approved by Bangladesh Nursing Council (BNMC) Dhaka, Supported by: Directorate General of Health Services (DGHS) & World Health Organization (WHO). 28. Diploma in Midwifery Curriculum Document 2012, Bangladesh Nursing Council. 29. ÒweGmwm Bb bvwm©s I weGmwm Bb cvewjK †nj_ bvwm©s(†cv÷ †ewmK) ‡Kv‡m© QvÎ-QvÎx fwZ©i bxwZgvjvÓ| bvwm©s kvLv, ¯^v¯’¨ I cwievi Kj¨vY gš¿Yvjq| ZvwiLt 19-04-2011; ¯^viK bst ¯^vcKg/bvmv/ cÖwkÿY-6/2002/163 (“B Sc. in Nursing and B Sc. in Public Health Nursing (Basic & Post Basic) Admission Policy”; Nursing Division, Ministry of Health and Family Welfare (MOHFW), Date: 19-04-2011). 30. Diploma in Midwifery Curriculum Document 2012, Bangladesh Nursing Council. 31. Òbvwm©s K‡jR (mv‡eK bvwm©s Bbw÷wUDU), XvKv, gqgbwmsn, PUªMÖvg, ivRkvnx, wm‡jU, ewikvj I iscyi-G (Pvi) 4-eQi †gqv`x e¨v‡Pji Ae mv‡qÝ Bb bvwm©s †Kv‡m© fwZ©i kZv©ejxtÓ (“Admission criteria for 4-year Bachelor in of Science in Nursing for admission in Dhaka, Mymensingh, Chattogram, Rajshahi, Sylhet, Barishal and Rangpur Nursing Colleges”) Source: Bangladesh Nursing and Midwifery Council Website (No date and reference available). 32. ÒwW‡cøvgv Bb-bvwm©s mv‡qÝ GÛ wgWIqvBdvix †Kv‡m© fwZ©i kZv©ejxtÓ wk¶ve‡l© 43 wU bvwm©s Bbw÷wUD‡U 03 (wZb) eQi †gqv`x wW‡cvø gv-Bb-bvwm©s mv‡qÝ GÛ wgWIqvBdvix †Kv‡m© QvÎ/QvÎx fwZ©i kZ©vejx. 33. Guidelines for Accreditation/ Recognition of Bachelor of Pharmacy (B. Pharm) Education in Public and Private Universities. Pharmacy Council of Bangladesh.

104 Mapping of Health Professional Education Institutions in Bangladesh

Annex 5: Additional graphs to 7.3

Medical college (MBBS)

Admission

Figure 1A: Year-wise distribution of total students admitted into MBBS during 2007–2016 in government medical colleges

4000 Male Female Total 3364 2962 3341 3000 2749 3251 2379 2900 2204

er 2460 2000 2306 1676 1823 1797 b 1422 1484 1745 1195 1191 1225 1273 1567 1596

Num 1416 1428 1000 1115 1327 1286 1009 1154 1187

0 2007 2008 2009 2010 2011 2012 2013 2014 2015 2016 Year

Figure 1A shows that the number of total admitted students has been increasing in government medical colleges. Before 2007/2008 there were more male students getting admitted than female. But after 2012, there was a sharp increase in the number of female students admitted into government medical colleges.

Figure 2A: Year-wise distribution of total students admitted into MBBS during 2007–2016 inarmed forces/army medical colleges

500 Male Female Total

400 383 384 386

er 300 266 b 267 255 200 Num 131 102 105 103 105 102 105 119 100 63 84 118 128 54 54 47 50 68 51 49 58 52 39 47 0 37 2007 2008 2009 2010 2011 2012 2013 2014 2015 2016 Year

Figure 2A denotes that up to 2013 there was only one medical college. During 2013-2014, six new medical colleges were established under the control of armed forces/army, MoD. Therefore, there was an increase in the number of students admitted in 2014. Increase in female students was also prominent in the armed force medical colleges.

105 Mapping of Health Professional Education Institutions in Bangladesh

Figure 3A: Year-wise distribution of total students admitted into MBBS during 2007–2016 in nongovern- ment medical colleges

7000 Male Female Total 6000 6034 5156 5421 5000 4512 5002 5038 4000 er 3307 3353 b 3659 2962 2977 2894 3000 2600 2582 3033 2931 2109 Num 1913 2681 2388 2000 1717 2144 1422 1930 2040 2179 1550 1000 1178 1214 1394 0 2007 2008 2009 2010 2011 2012 2013 2014 2015 2016 Year

The number of total students admitted into MBBS course in nongovernment medical colleges increased, with the exception of years 2014 and 2016 (Figure 3A). The gap between the number of male and female students increased as the number of female students admitted was progressively more than male students.

Figure 4A: Year-wise distribution of Bangladeshi students admitted into MBBS during 2007–2016 in government medical colleges

3500 Male Female Total 3232 3000 2875 3108 3212 2685 2822 2500 2305 2141 2364 2255 2000 1759 1713 er 1626 1660

b 1445 1500 1394 1163 1165 1192 1228 1519 1552 1291 1377 1349

Num 1249 1000 1090 1113 1136 978 500

0 2007 2008 2009 2010 2011 2012 2013 2014 2015 2016 Year Figure 4A indicates that after 2012, more female students got admission into government medical colleges. Before 2012, more male students were admitted into the MBBS course in government medical colleges.

106 Mapping of Health Professional Education Institutions in Bangladesh

Figure 5A: Year-wise distribution of Bangladeshi students admitted into MBBS during 2007–2016 in armed forces/army medical colleges

400 374 350 Male Female Total 373 376 300

er 250 262 b 262 252 200 Num 150 126 100 98 101 96 99 99 114 100 112 121 79 54 52 55 47 64 60 50 46 47 46 46 49 35 39 0 2007 2008 2009 2010 2011 2012 2013 2014 2015 2016 Year

Up to 2010, the numbers of male and female students were around the equilibrium point, but after 2010, the number of female students started gradually increasing (Figure 5A).

Figure 6A: Year-wise distribution of Bangladeshi students admitted into MBBS during 2007–2016 in nongovernment medical colleges

6000 Male Female Total 4861 5000 4572 4008 4569 4000 4323 4148

er 3000 2833 2692 2833 b 3174 2363 2741 2154 2502 2602 2465 Num 2000 1693 1828 1523 1885 1880 2028 1204 1645 1721 1683 1000 1140 1289 950 979 0 2007 2008 2009 2010 2011 2012 2013 2014 2015 2016 Year The number of female students was always more than the number of male students in nongovernment medical colleges during 2007–2016 (Figure 6A). Increasingly more female students got admission into nongovernment medical colleges. There was an average increase of 7% in the number of female Bangla- deshi students every year during 2007–2016.

107 Mapping of Health Professional Education Institutions in Bangladesh

Figure 7A: Year-wise distribution of non-Bangladeshi students admitted into MBBS during 2007–2016 in nongovernment medical colleges

1400 Male Female Total

1200 1173 1273

1000 er

b 800 715 653 705 584

Num 600 474 504 568 446 423 520 485 433 400 430 285 228 235 254 261 285 212 299 292 200 224 221 218 195 220 219 0 2007 2008 2009 2010 2011 2012 2013 2014 2015 2016 Year There was a gradual increase in the number of non-Bangladeshi students from 2007 to 2016 in nongovern- ment medical colleges (Figure 7A) with male students being slightly more than female students.

Figure 8A: Total number of MBBS students with male–female distribution admitted into various medical colleges in 2016

10000 9148 9000 Male Female Total 8000 7000 er

b 6000 5421 5045 5000

Num 4103 4000 3341 3033 3000 2388 2000 1596 1745 1000 119 267 386 0 Government Nongovernment Armed forces/Army Total Type of institutes

Figure 8A shows that 9148 students were admitted in the academic year 2016–2017, of whom approxi- mately 37% were admitted into government medical colleges, 59% were admitted into nongovernment medical colleges and remaining were admitted into armed forces medical colleges.

108 Mapping of Health Professional Education Institutions in Bangladesh

Figure 9A: Number of non-Bangladeshi MBBS students admitted in 2016

1600 Male Female Total 1412 1400 1273 1200

1000

800 754 er 705

b 658 600 568 Num 400

200 85 129 44 10 0 5 5 Government Nongovernment Armed forces/Army Total Type of institutes

Of the 1412 non-Bangladeshi/foreign national students admitted into various medical colleges in Bangla- desh for academic year 2016–2017, about 9% (total 129 students) were admitted into government medi- cal colleges and 90% (1273 students) were admitted into nongovernment medical colleges.

Graduation

Figure 10A: Year-wise distribution of total number of MBBS students who graduated during 2007–2016 from government medical colleges

3000 Male Female Total 2500 2353 2270 2524 2461 2215 2000 1799 1868 1658 er

b 1691 1500 1613 1235 1200 1268 1162 1237

Num 1256 900 1191 1224 1000 868 935 1070 858 832 980 931 826 968 755 756 500

0 2007 2008 2009 2010 2011 2012 2013 2014 2015 2016 Year

Every year, there was an average 3% increase in the total number of graduates during 2007-2016 in government medical colleges (Figure 10A).

109 Mapping of Health Professional Education Institutions in Bangladesh

Figure 11A: Year-wise distribution of total number of MBBS students who graduated during 2007–2016 from armed forces/army medical colleges

140 Male Female Total 126 122 120 120

100 98 98 80 er 81 69

b 68 60 67 60 61 53 60 Num 47 57 52 44 54 40 40 36 45 39 41 33 24 31 20 22 19 20 11 0 2007 2008 2009 2010 2011 2012 2013 2014 2015 2016 Year

The armed forces medical colleges also contributed to the increase in MBBS graduates every year (Figure 11A). Fluctuations in the number of graduates was noticeable every year – on an average, there was a 11% decrease against the corresponding year. Furthermore, about 1% increase in female graduates was found.

Figure 12A: Year-wise distribution of total number of MBBS students who graduated during 2007–2016 from nongovernment medical colleges

4000

3500 Male Female Total 3417

3000 2774 2870 2895 2500 2717 er

b 2000 1876 1968 1620 1711 1556 1730 Num 1449 1500 1353 1563 992 1083 1000 839 795 907 1161 1154 1159 1165 603 499 793 500 558 656 340 389 0 2007 2008 2009 2010 2011 2012 2013 2014 2015 2016 Year

Figure 12A indicates that there was on an average 12% increase in the total number of year-wise gradu- ates. The number of female graduates also increased (by 12%) every year with an exception during 2015–2016.

110 Mapping of Health Professional Education Institutions in Bangladesh

Figure 13A: Year-wise distribution of total Bangladeshi MBBS students who graduated during 2007–2016 from government medical colleges

3000 Male Female Total 2471 2500 2403 2292 2000 1832 2161 2219 er 1756 b 1608 1500 1578 1654 1210 1176 1235 1127 1201 Num 879 1000 847 742 810 922 1236 1165 1202 951 1043 909 798 953 500 836 732

0 2007 2008 2009 2010 2011 2012 2013 2014 2015 2016 Year

During 2007–2016, 1998 students graduated the MBBS course from various government medical colleges every year (Figure 13A). Of the total number of graduates, about 48% were female.

Figure 14A: Year-wise distribution of total Bangladeshi MBBS students who graduated during 2007–2016 from nongovernment medical colleges

3500 Male Female Total 3000 2906

2500 2370 2696 2414 2339

er 2000 1752 b 1500 1349 1614 1366 1426 1638 1197 1483 Num 1000 741 878 796 702 978 931 1154 1058 537 973 944 636 500 436 495 553 305 341 0 2007 2008 2009 2010 2011 2012 2013 2014 2015 2016

Year A total of 18,504 students graduated during 2007–2016, of whom 60% were female students (Figure 14A).

111 Mapping of Health Professional Education Institutions in Bangladesh

Figure 15A: Year-wise distribution of total non-Bangladeshi MBBS students who graduated during 2007–2016 from government medical colleges

70 Male Female Total 61 60 54 58 50 53 50 51 43 40 er 35 b 35 37 36 36 30 29 27 33 28 26 Num 24 21 22 25 20 22 24 22 21 22 20 13 13 15 10

0 2007 2008 2009 2010 2011 2012 2013 2014 2015 2016 Year

Figure 15A shows that 478 foreign students graduated from government medical colleges; 55% of them were female students.

Figure 16A: Year-wise distribution of total non-Bangladeshi MBBS students who graduated during 2007–2016 from armed forces/army medical colleges

12 10 Male Female Total 10

8 7 7 7

er 6 b 5 5 Num 4 4 4 3 3 2 2 2 2 2 2 1 0 0 0 0 0 1 0 2007 2008 2009 2010 2011 2012 2013 2014 2015 2016 Year

A total of 42 foreign/non-Bangladeshi students graduated from the armed forces medical colleges, of which 21 (50%) were female (Figure 16A).

112 Mapping of Health Professional Education Institutions in Bangladesh

Figure 17A: Year-wise distribution of total non-Bangladeshi MBBS students who graduated during 2007–2016 from nongovernment medical colleges

600 Male Female Total 511 500

456 400 404 378

er 295 b 300 228 214 262 194 Num 190 200 228 216 156 157 188 210 199 114 111 98 93 100 66 105 107

63 103 92 63 35 48 0 2007 2008 2009 2010 2011 2012 2013 2014 2015 2016 Year Until 2015, there was a gradual increase in the number of foreign graduates every year from nongovern- ment medical colleges. But, in 2016 there was a sudden fall from 511 (2015) to 199 (2016); of these gradu- ates, about 49% were female.

Figure 18A: Number of non-Bangladeshi MBBS students who graduated in 2016

Male Female Total 300 264 250

200 199 er b 150 131 133

Num 107 100 92 58 50 36 22 2 5 7 0 Government Nongovernment Armed forces/Army Total Type of institutes

A total of 264 non-Bangladeshi students graduated in 2016, of which 133 (50%) were female. About 75% (199) graduated from nongovernment medical colleges and about 24% graduated from government medi- cal colleges (Figure 18A).

113 Mapping of Health Professional Education Institutions in Bangladesh

Dental college (BDS)

Admission

Figure 19A: Year-wise distribution of students admitted into BDS during 2007–2016 in government dental colleges/units

500 475 Male Female Total 474 450 430 458 437 400 392 350 300 283 280 261 303 er 235 b 250 212 200 175 195 Num 192 176 152 164 165 180 195 171 150 111 90 100 95 93 72 81 50 57 74 0 2007 2008 2009 2010 2011 2012 2013 2014 2015 2016 Year There was a significant increase in BDS admissions after 2010. During 2007-2016, on an average 334 students were admitted every year (196 female and 138 male students). The gap between the number of male and female students was prominent and increased after 2012.

Figure 20A: Year-wise distribution of students admitted into BDS during 2007–2016 in nongovernment dental colleges/units

1000 Male Female Total 924 900 846 863 800 812 774 700 707 662 643 645 600 598 607 574 er 500 434 519 b 529 488 456 400 294 368 Num 300 331 262 200 140 214 203 218 178 200 151 100 157 151 0 2007 2008 2009 2010 2011 2012 2013 2014 2015 2016 Year

During 2007-2016, on an average 697 students were admitted every year (510 female and 187 male students). The gap between the number of male and female students was prominent and increased almost every year (Figure 20A).

114 Mapping of Health Professional Education Institutions in Bangladesh

Figure 21A: Year-wise distribution of total Bangladeshi students admitted into BDS during 2007–2016

1600 Male Female Total

1400 1335 1280 1200 1241 1150 1140 1000 1011

er 870 884 859 903 b 800 774 794 685 642 619 Num 600 599 530 437 451 400 391 376 382 377 354 326 346 251 200 176 208 205 0 2007 2008 2009 2010 2011 2012 2013 2014 2015 2016 Year

On an average 980 students were admitted every year in both government and nongovernment dental colleges/units (Figure 21A). The gap between the number of male and female students started increasing after 2009 (i.e. more females than males were getting admitted).

Figure 22A: Year wise distribution of Bangladeshi students admitted into BDS during 2007–2016 in government dental colleges/units

500 Male Female Total 459 450 424 454 451 400 411 387 350 300 279 er 268 284 b 250 208 231 241 191 Num 200 188 149 162 179 193 175 167 150 163 109 170 94 100 88 92 71 79 50 55 74 0 2007 2008 2009 2010 2011 2012 2013 2014 2015 2016 Year The trend among Bangladeshi BDS students admitted into government medical colleges shows that the number of female students increased significantly compared to male students (Figure 22A).

115 Mapping of Health Professional Education Institutions in Bangladesh

Figure 23A: Year-wise distribution of Bangladeshi students admitted into BDS during 2007–2016 in nongovernment dental colleges/units

1000 Male Female Total 911 900 800 787 763 829 700 682 653 729 er

b 600 619 566 580 552 500 437 553

Num 479 510 381 400 417 300 345 303 197 207 176 200 260 258 134 210 172 100 121 134 135 0 2007 2008 2009 2010 2011 2012 2013 2014 2015 2016

Year Figure 23A shows among Bangladeshi BDS students admitted into nongovernment medical colleges, female students increased significantly compared to male students during 2007–2016.

Figure 24A: Year-wise distribution of total non-Bangladeshi students admitted into BDS during 2007–2016

160 Male Female Total 143 140

120 110 100

80

er 71

b 56 60 57 53 51 Num 42 40 35 45 30 29 29 24 19 20 16 22 33 21 23 18 21 20 8 12 13 12 0 4 6 7 2007 2008 2009 2010 2011 2012 2013 2014 2015 2016

Year Comparatively more female non-Bangladeshi students were admitted every year for the BDS course in Bangladesh in both government and nongovernment dental colleges/units than their male counterparts. There was a sudden increase in the number of students admitted after 2013; however, by 2016 it showed a sudden decrease (Figure 24A).

116 Mapping of Health Professional Education Institutions in Bangladesh

Figure 25A: Year-wise distribution of non-Bangladeshi students admitted into BDS during 2007–2016 in government dental colleges/units

30 Male Female Total 26 25 23 20 20 19 16

er 15 b 12 10 Num 5 6 5 4 4 3 2 6 2 2 4 4 4 4 4 2 1 2 1 2 1 1 2 0 0 0 2007 2008 2009 2010 2011 2012 2013 2014 2015 2016 Year

After 2013, there an increase in the number of non-Bangladeshi students admitted into government medi- cal colleges (Figure 25A).

Figure 26A: Year wise distribution of non-Bangladeshi students admitted into BDS during 2007–2016 in nongovernment dental colleges/units

140 Male Female Total 117 120

100 90

er 80 b 53 60 51 55 Num 40 40 34 28 39 34 23 25 25 27 26 20 11 13 18 19 23 19 16 17 8 9 7 8 0 6 3 4 2007 2008 2009 2010 2011 2012 2013 2014 2015 2016 Year

Comparatively more female non-Bangladeshi students were admitted every year for BDS course in nongovernment dental colleges/units. There was a sudden increase in the total number of admitted students after 2013, followed by a sudden decrease 2016 (Figure 26A).

117 Mapping of Health Professional Education Institutions in Bangladesh

Figure 27A: Number of Bangladeshi students admitted into BDS in 2016

1400 Male Female Total 1280 1200

1000 903 829 er 800 b 619 600 Num 451 400 377 284 210 200 167

0 Government Nongovernment Total Type of institutes

More students were admitted into nongovernment dental colleges compared to the number admitted into government dental colleges (Figure 27A). The number of female students was significantly higher than the number of male students.

Figure 28A: Number of non-Bangladeshi students admitted into BDS in 2016

Male Female Total 60 57

50 45 40 34 er b 30 26 23 Num 20 19 12 10 8 4 0 Government Nongovernment Total Type of institutes

Though the number of non-Bangladeshi students who were admitted is not very significant, the number of female students admitted was higher than the number of male students 2016 (Figure 28A).

118 Mapping of Health Professional Education Institutions in Bangladesh

Graduation

Figure 29A: Year-wise distribution of BDS students who graduated during 2007–2016 from government dental colleges

400 Male Female Total

300 309 222 er

b 200 172 153 175 150 156 127 189 131 100 115 96 108 Num 88 100 78 80 134 60 72 91 56 72 76 93 55 64 65 44 55 0 2007 2008 2009 2010 2011 2012 2013 2014 2015 2016 Year

Figure 29A shows that 309 BDS students graduated during 2007-2016. The total number of graduates increased after 2014.

Figure 30A: Year-wise distribution of BDS students who graduated during 2007–2016 from nongovern- ment dental colleges

800 Male Female Total 629 600 608 500 473 573 453 552 480 er 462

b 365 400 398 403 341 315 439 298 370 218 Num 266 270 200 155 159 158 149 182 147 132 133 134 146 0 2007 2008 2009 2010 2011 2012 2013 2014 2015 2016 Year The number of female BDS graduates increased every year, while the number of male graduates did not significantly change (Figure 30A). A significant gap between male and female graduates was noted for 2014 and 2016.

Figure 31A: Year-wise distribution of total Bangladeshi BDS students who graduated during 2007–2016

1000 Male Female Total 867 800 769 588 549 677 544 er 600 494 632 601 b 384 471 387 492 400 429 348

Num 306 262 390 225 214 284 201 201 266 200 242 170 167 188 187 185 0 2007 2008 2009 2010 2011 2012 2013 2014 2015 2016 Year

119 Mapping of Health Professional Education Institutions in Bangladesh

The number of total Bangladeshi graduates and the gap between male and female graduates gradually increased every year (Figure 31A). This means that every year more females were graduating than males.

Figure 32A: Year-wise distribution of Bangladeshi BDS students who graduated during 2007–2016 from government dental colleges

350 Male Female Total 300 305

250

er 220 200 187 b 152 173 150 170 129

Num 152 113 125 148 97 96 106 132 100 80 87 72 78 91 55 60 91 70 72 65 50 53 64 42 53 0 2007 2008 2009 2010 2011 2012 2013 2014 2015 2016

Year There was an increasing trend in the number of BDS graduates every year with more females graduating than males (Figure 32A).

Figure 33A: Year-wise distribution of Bangladeshi BDS students who graduated during 2007–2016 from nongovernment dental colleges

600 Male Female Total 549 562 500 525 418 397 415 445 428 400 369 405

287 281 300 316 323 268 234 294 Number 200 159 202 206 135 129 137 134 151 134 100 128 114 117 120

0 2007 2008 2009 2010 2011 2012 2013 2014 2015 2016 Year

There was an increasing trend in the number of BDS graduates from nongovernment dental colleges (Figure 33A). In 2016, 562 BDS students graduated from nongovernment dental colleges.

120 Mapping of Health Professional Education Institutions in Bangladesh

Figure 34A: Year-wise distribution of the total non-Bangladeshi BDS students who graduated during 2007–2016

Male Female Total 120 107 100 109 86 81 82 80 84 82 76

er 64 73 b 64 60 57 66 49 67 60 50 Num 40 33 36 35 36 20 18 34 20 20 21 21 14 15 14 0 2007 2008 2009 2010 2011 2012 2013 2014 2015 2016

Year While Figure 34A shows fluctuations among the number of non-Bangladeshi BDS graduates, it was clear that overall more females than males graduated.

Figure 35A: Year-wise distribution of non-Bangladeshi BDS students who graduated during 2007–2016 from government dental colleges

Male Female Total 5

4 4 4

er 3

b 3

Num 2 2 2 2 2 2 2 2 2

1 1 1

00 0 0 0 0 00 0 2007 2008 2009 2010 2011 2012 2013 2014 2015 2016 Year

The number of non-Bangladeshi students who graduated from government dental colleges was not signifi- cant as the maximum number was only four during 2007–2016 (Figure 35A).

121 Mapping of Health Professional Education Institutions in Bangladesh

Figure 36A: Year-wise distribution of non-Bangladeshi BDS students who graduated during 2007–2016 from nongovernment dental colleges

Male Female Total 120 103 107 100 84 78 80 80 82 80 76 59 73 64 64 er 60 64 55 65

b 48 46 40

Num 34 34 34 19 30 31 20 20 18 16 21 14 15 12 0 2007 2008 2009 2010 2011 2012 2013 2014 2015 2016 Year

Figure 36A shows fluctuations in the number of non-Bangladeshi BDS graduates during 2007–2016 from- nongovernment dental colleges. The number of graduates was maximum during 2011–2012; 103 in 2011, 107 in 2012, but went down to 46 in2016.

Nursing and Midwifery Educational Institutions

BSc in Nursing (BScN)

Admission

Figure 37A: Year-wise distribution of total students admitted into BSc in Nursing during 2007–2016 in government nursing colleges

1800 Male Female Total

1300

800

er 745 710 723 737 722

b 643 422 348 300 687 648 663 604 690 653 223 328 Num 205 403 18 20 19 58 62 60 39 47 69 0 0

2007 2008 2009 2010 2011 2012 2013 2014 2015 2016

Year

In government nursing colleges, no student was admitted in 2007, but 233 were admitted in 2008 and there was a gradual increase in admissions until 2011, after which the numbers have remained stable between 700 to 750. Approximately 92% of the admitted students were female.

122 Mapping of Health Professional Education Institutions in Bangladesh

Figure 38A: Year-wise distribution of the total students admitted into BSc in Nursing during 2007–2016 in nongovernment nursing colleges

800

700 Male Female Total 674 668 600 521 500 522 er b 400 358 Num 300 271 263 200 182 179 97 153 146 100 56 125 36 56 92 95 11 30 19 13 41 57 0 8 3 24 6 6 20 2007 2008 2009 2010 2011 2012 2013 2014 2015 2016 Year

From 2007 there was a gradual increase in the number of admitted students every year in nongovernment nursing colleges. Similar to the government nursing colleges, throughout the decade, the majority of admitted students in BSc in Nursing were female (on average 74%).

Graduation

Figure 39A: Year-wise distribution of students who acquired BScN during 2007–2016 from government nursing colleges

800 Male Female Total 700 656 684 613 635 600 612 500 er b 400 403 378

Num 300 237 200 222 100 28 37 44 28 15 25 49 0 00 000 2007 2008 2009 2010 2011 2012 2013 2014 2015 2016 Year

The first batch of students (28 and all of them were female) from government nursing colleges graduated in 2011 (Figure 39A). Since then the number of students who achieved BScN degree from various colleges increased gradually. In 2012, 237 students graduated – a steep rise (about 746%) from 2011 (28). From 2014 to 2016, the number of graduates from government nursing colleges remained stagnant; they were predominantly female (about 93%).

123 Mapping of Health Professional Education Institutions in Bangladesh

Figure 40A： Year-wise distribution of students who acquired BSc Nduring 2007–2016 from nongovern- ment nursing colleges

250 Male Female Total 216 200 186 150 154

er 111 132 b 100 79 Num 57 62 50 29 36 21 42 54 8 9 21 32 7 8 15 15 0 0 2 6 8 0 1 2007 2008 2009 2010 2011 2012 2013 2014 2015 2016 Year

Figure 40A shows an uneven trend in the number of students who graduated in BScN from nongovern- ment nursing colleges (private sector) during 2007-2016. In 2008, only eight students had graduated, while in 2009, a 29 students graduated, and in 2010 and 2011 the numbers were 7 and 9, respectively. However, since 2012 a gradual increase was noted; from 36 in 2012 to 216 in 2016. Unlike government nursing colleges, considerably higher number of male students acquired BScN from nongovernment nurs- ing colleges. During 2007–2016, while only 7% of the total graduates in government nursing colleges were male, about 29% of students who graduated from nongovernment nursing colleges were male.

Diploma in Nursing Science and Midwifery

Admission

Figure 41A： Year-wise distribution of total students into Diploma in Nursing Science and Midwifery during 2007–2016 in government nursing institutes

Male Female Total 2494 2500 2500 2161 2462 2200 2465 1900 1596 2147 1448 1435 1551 1600 1586 er 1513 b 1300 1058 1100 1446 1426 1000 1053 1097

Num 700 400 545 5 2 9 38 10 29 14 38 100 0 3 2007 2008 2009 2010 2011 2012 2013 2014 2015 2016 Year

Figure 41A shows that from 2007 there was a gradual increase DNSM admissions until 2013 in government nursing institutes. Admissions then rose steeply in 2014 and reached a plateau, except for a small decrease in 2015. The number of admitted students in 2016 was 2500, which was almost 4.5 times higher than students admitted in 2007; among them more than 98% were female.

124 Mapping of Health Professional Education Institutions in Bangladesh

Figure 42A: Year-wise distribution of the total students admitted into Diploma in Nursing Science and Midwifery during 2007–2016 in nongovernment nursing institutes

4000 3808 3500 Male Female Total 3000 2873 3167

2500 2086 2460 er 2000 b 1627 1764 1500 1352 Num 1105 1401 1000 1124 668 952 443 641 500 272 377 576 322 363 153 228 226 413 249 44 333 92 0 23 80 2007 2008 2009 2010 2011 2012 2013 2014 2015 2016 Year

During 2007–2016, the number of total admitted students in DNSM in nongovernment nursing institute increased steadily, from only 271 in 2007 to 3808 in 2016 (i.e. 14 times increase in a decade). Unlike government nursing institutes, more male students were admitted into DNSM in the nongovernment sector. Less than 1% male students were admitted into DNSM in government nursing institute, versus 18% male students admitted in the nongovernment sector.

Graduation

Figure 43A: Year-wise distribution of students who acquired Diploma in Nursing Science and Midwifery during 2007–2016 from government nursing Institutes

2400 2222 Male Female Total 2198 2000

1526 1600

er 1587

b 1281 1200 1368 951 Num 1020 800 483 667 400 414 12 24 0 0 0 0 4 7 5 3 6 2007 2008 2009 2010 2011 2012 2013 2014 2015 2016 Year

There was a gradual increase in the number of students who acquired DNSM from government nursing institutes (and less than 1% students were male). In 2007, 414 students acquired DNSM and none of them were male. In 2016, 2222 acquired the degree and 24 of them were male (Figure 43A).

125 Mapping of Health Professional Education Institutions in Bangladesh

Figure 44A: Year-wise distribution of students who acquired Diploma in Nursing Science and Midwifery during 2007–2016 from nongovernment nursing Institutes

2500 Male Female Total

2000 1926 1577 1639 er

b 1500 1276

Num 1000 845 655 517 500 290 208 218 92 90 157 89 123 287 23 74 0 0 8 17 2007 2008 2009 2010 2011 2012 2013 2014 2015 2016 Year Students who acquired DNSM from nongovernment nursing educational institutions increased steadily- during 2007-2016; from 92 (all female) in 2007 to 1926 in 2016 (Figure 44A). More than 14% male students acquired DNSM from nongovernment nursing institutions, while less than 1% male students acquired DNSM ingovernment institutions.

Medical Assistant Training school (MATS)

Admission in Diploma in Medical Faculty (DMF)

Figure 45A: Year-wise distribution of total students admitted during 2007–2016 in government MATS

800 Male Female Total 690 700 670 653 711 621 687 683 600 656

er 500 438 437 b 400 383 444 396 424 329 332

Num 304 300 307 355 253 232 287 292 287 270 200 167 168 212 100 137 139 0 2007 2008 2009 2010 2011 2012 2013 2014 2015 2016 Year

In the government MATS, 304 students were admitted in 2007 and nearly an equal number in 2008. The number of admitted students doubled in 2009 (653) (Figure 45A). Since then the number of admitted students has remained stable between 621 and 711. During 2007-2016, approximately 42% of the admit- ted students were female.

126 Mapping of Health Professional Education Institutions in Bangladesh

Figure 46A: Year-wise distribution of the total students admitted during 2007–2016 in nongovernment MATS

7000 Male Female Total 6000 6096

5000 4915 5391 er

b 4000 3106 3708 3203 3558

Num 3000 2417 2401 2272 2538 2000 2498 1616 1974 2188 1638 910 1436 1000 1102 1132 649 514 763 0 0 0 261 2007 2008 2009 2010 2011 2012 2013 2014 2015 2016 Year

In the nongovernment sector, the first batch (910 students) was admitted in 2009. Since then the number of admitted students increased every year reaching 6096 in 2016 – more than 6.5 times higher than the number of students admitted in 2009 (Figure 46A).

Graduation

Figure 47A: Year-wise distribution of students who acquired Diploma in Medical Assistantship during 2007–2016 from government MATS

Male Female Total 700 648 626 656 650 600 549 595 500

er 396 400 371 430 b 329 384 299 356 300 312 Num 296 300 260 211 224 270 266 197 249 200 218 205 195 102 118 100 117 91 0 2007 2008 2009 2010 2011 2012 2013 2014 2015 2016

Year Every year on an average 496 students successfully completed the diploma. During the first four years, the numbers were on average 309, which later increased to 620 for the immediate last six years (2011-2016) (Figure 47A).

127 Mapping of Health Professional Education Institutions in Bangladesh

Figure 48A: Year-wise distribution of students who acquired Diploma in Medical Assistantship during 2007–2016 from nongovernment MATS

4000 Male Female Total

3500 3457 3000

2500 2372 er

b 2200 2000 2206

Num 1464 1500 1272 1220 1097 1257 1000 908 721 777 986 500 388 495 247 376 0 141 2011 2012 2013 2014 2015 2016 Year

Since there were no MATS in the nongovernment sector before 2009, the first batch of 388 students com- pleted DMA in 2011. Since then the numbers have increased sharply with 1799 students completing DMA from nongovernment MATS every year on an average; and about 39% of them were female.

Institute of Health Technology (IHT)

Diploma in Medical Technology (Labratory Technology)

Admission

Figure 49A: Year-wise distribution of students admitted into DMT in Lab Technology during 2007–2016 in government IHTs

500 461 450 Male Female Total 400 407 350 377 301 286 298

er 300 b 250 245 245 240 Num 200 165 178 173 177 162 150 140 162 149 163 104 109 100 137 100 81 124 124 61 96 50 69 73 59 0 2007 2008 2009 2010 2011 2012 2013 2014 2015 2016 Year

During 2007–2016, on average 273 students were admitted into DMT in Lab Technology with the highest enrolment in 2014 (461 students), and lowest (140) in 2010 (Figure 49A).

128 Mapping of Health Professional Education Institutions in Bangladesh

Figure 50A: Year-wise distribution of students admitted into DMT in Lab Technology admitted during 2007–2016 in nongovernment IHTs

1600 1507 Male Female Total 1400 1366 1224 1363 1211 1200

1000 1007 921

er 824 780 b 800 729 830 743 637 600 586 Num 573 615 495 533 542 477 486 400 468 385 359 392 296 303 200 214 252 190 0 2007 2008 2009 2010 2011 2012 2013 2014 2015 2016 Year In nongovernment IHTs, the number of admitted students increased gradually from 2007 (573) until 2011 (1507) – more than 2.5 times increase. However, since 2012 the numbers decreased gradually with only 486 admissions in 2016 (more than 32% lower than the students admitted in 2011) (Figure 50A).

Graduation

Figure 51A: Year-wise distribution of total students who acquired DMT in Lab Technology during 2007–2016 from government IHTs

350 Male Female Total 300 317

250 253 207 200 223 188 er 173 b 154 150 140 140 142 139

Num 100 100 81 90 129 114 72 100 100 81 50 57 64 57 67 73 40 54 15 33 0 17 2007 2008 2009 2010 2011 2012 2013 2014 2015 2016 Year

During 2007–2016, on average 171 students graduated the diploma from government IHT institutes (Figure 51A).

129 Mapping of Health Professional Education Institutions in Bangladesh

Figure 52A: Year-wise distribution of total students who acquired DMT in Lab Technology during 2007–2016 from nongovernment IHTs

1000 Male Female Total 951 886 800 795 873 789

600 574 597 577 589

er 441 527 526 b 412 400 366 360 339

Num 374 259 359 314 262 293 276 250 200 208 221 73 98 51 82 0 2007 2008 2009 2010 2011 2012 2013 2014 2015 2016 Year

Figure 52A indicates that since 2007 students acquiring the diploma increased gradually, except in 2012. However, in 2016 the numbers decreased sharply by around 62% from that in 2015.

Diploma in Medical Technology (Physiotherapy)

Admission

Figure 53A: Year-wise distribution of students admitted into DMT in Physiotherapy during 2007–2016 in government IHTs

400 Male Female Total 368 350 361 324 300

er 250 253 b 220 204 228 200 224

Num 149 149 150 138 138 150 149 159 120 140 97 137 100 89 82 82 88 94 52 90 60 50 56 60 61 0 2007 2008 2009 2010 2011 2012 2013 2014 2015 2016 Year

During 2007–2016, on an average 273 students were admitted into DMT in Physiotherapy; the highest numbers (368) were admitted in 2016 and the lowest (138) in 2007 (Figure 53A).

130 Mapping of Health Professional Education Institutions in Bangladesh

Figure 54A: Year-wise distribution of students admitted into DMT in Physiotherapy during 2007–2016 in nongovernment IHTs

60 55 Male Female Total 50 45 42 40 39 30 er 30 b 30 28 23 20 20 Num 16 15 17 12 16 12 10 10 7 7 8 4 5 3 6 0 0 0 2 3 2007 2008 2009 2010 2011 2012 2013 2014 2015 2016 Year

Figure 54A depicts the highly uneven trend in the number of students admitted into DMT in Physiotherapy in nongovernment IHTs. In 2007 only three students were admitted while there were no admissions in 2013. The highest number of students (55) was admitted in 2010. On an average, only 23 students were admitted per year, of whom seven were female.

Graduation

Figure 55A: Year-wise distribution of total students who acquired DMT in Physiotherapy admitted during 2007–2016 from government IHTs

300 Male Female Total 265 250

207 200 er b 150 142 155 117

124 127 Num 120 110 100 88 111 86 93 87 53 83 80 62 70 50 37 34 56 47 30 43 41 10 26 31 0 7 2007 2008 2009 2010 2011 2012 2013 2014 2015 2016

Year During 2007–2016, on an average 127 students graduated the DMT in Physiotherapy from government IHTs institutes, where the male–female ratio was 82:45 (Figure 55A).

131 Mapping of Health Professional Education Institutions in Bangladesh

Figure 56A: Year-wise distribution of total students who acquired DMT in Physiotherapy admitted during 2007–2016 from nongovernment IHTs

35 Male Female Total 32 32 30 28 25 21 21 21 20 20 er 18 20 b 15 14 14 15 Num 13 10 9 11 6 7 5 7 7 5 3 3 2 2 3 0 0 0 1 2007 2008 2009 2010 2011 2012 2013 2014 2015 2016

Year

A total of 32 students completed the diploma in 2012 and 2013, which was the highest; and two graduated in 2007, which was the lowest number (Figure 56A). Every year on an average 17 students completed the diploma successfully from the nongovernment IHTs, where the male–female ratio was 10:7.

Diploma in Medical Technology in Dental Technology

Admission

Figure 57A: Year-wise distribution of students admitted into DMT in Dental Technology during 2007–2016 in government IHTs

400 Male Female Total 366 350 364

300 310 253 250 282

er 215 b 200 183 213 150 157 155 165 154

Num 150 151 154 164 151 100 92 87 98 90 127 83 117 99 50 67 62 70 66 65 0 2007 2008 2009 2010 2011 2012 2013 2014 2015 2016 Year

Figure 57A shows that since 2007 the number of admitted students into DMT in Dental Technology in government IHTs increased gradually with a slight decrease in 2011 and 2013 than the previous years. During 2007–2016, on an average 236 students were admitted per year with a male–female ratio of 138:98.

132 Mapping of Health Professional Education Institutions in Bangladesh

Figure 58A: Year-wise distribution of students admitted into DMT in Dental Technology during 2007–2016 in nongovernment IHTs

Male Female Total 160 148 142 140 116 120 113 98 100 92 91 er 77 b 80 68 70 60 51 52 56 48 Num 39 43 40 30 24 15 37 33 20 16 3 4 11 15 15 0 1 8 4 2007 2008 2009 2010 2011 2012 2013 2014 2015 2016 Year

The number of students admitted into DMT in Dental Technology decreasing gradually since 2007 and decreased sharply in 2012 (Figure 58A). In the first five years (2007–2011) the average number of admitted students was 123 while in the last five years of the study duration (2012-2016) the number decreased to 29. The trend shows that even though higher number of nongovernment IHTs offered the diploma, the number of admissions was much lower than into government institutes.

Graduation

Figure 59A: Year-wise distribution of total students who acquired DMT in Dental Technology during 2007–2016 from government IHTs

250 Male Female Total 236

200 212

150 er 150 131 130 b 115 130 126 104 100 93 106 Num 108 74 80 76 71 86 81 56 73 70 50 60 59 50 55 41 45 26 20 0 6 2007 2008 2009 2010 2011 2012 2013 2014 2015 2016

Year

During 2007–2016, on an average 134 students graduated DMT in Dental Technology; the male–female ratio was 81:53 (Figure 59A).

133 Mapping of Health Professional Education Institutions in Bangladesh

Figure 60A: Year-wise distribution of total students who acquired DMT in Dental Technology during 2007–2016 from nongovernment IHTs

300 Male Female Total 251 250 206 208 200 177

er 150 138

b 155 139 100 93 89 Num 99 54 59 55 45 69 63 45 50 53 39 37 33 38 38 30 24 16 26 22 22 15 0 2007 2008 2009 2010 2011 2012 2013 2014 2015 2016 Year

Figure 60A indicates that the highest number (251 students) completed the DMT in Dental Technology in 2008 and the lowest number (45) graduated in 2016. Every year, on an average 117 students completed the diploma successfully; male–female ratio was 87:30.

Diploma in Medical Technology in Radiology and Imaging

Admission

Figure 61A: Year-wise distribution of students admitted into DMT in Radiology and Imaging during 2007–2016 in government IHTs

400 Male Female Total 372 350 330 368 300 278 250 227 209 er 200 215 b 179 195 152 155 155 158 150 159 150 136 157 Num 99 135 100 86 95 92 93 92 91 66 50 60 63 65 58 0 2007 2008 2009 2010 2011 2012 2013 2014 2015 2016 Year

Since 2007 the number of students admitted into DMT in Radiology and Imaging in government IHTs increased gradually (Figure 61A). On an average, 235 students were admitted per year; male–female ratio of total admitted students per year was 139:96.

134 Mapping of Health Professional Education Institutions in Bangladesh

Figure 62A: Year-wise distribution of admitted into DMT in Radiology and Imaging during 2007–2016 in nongovernment IHTs

70 Male Female Total

60 58 50

er 40 40 39 b 33 30 Num 28 22 20 23 17 19 17 21 15 15 10 13 12 12 12 8 1 1 7 5 0 0 4 0 0 2007 2008 2009 2010 2011 2012 2013 2014 2015 2016 Year

Figure 62A shows that the number of students admitted into DMT in Radiology and Imaging in nongovern- ment IHTs per year was 21, which means a large number of total available seats remained vacant. In 2016, only 4% of total available seats (995) were used and the remaining 96% remained vacant. No student was admitted in 2007 and 2012, and only one student was admitted in 2013; the highest number of students (58) was admitted in 2011.

Graduation

Figure 63A: Year-wise distribution of total students who acquired DMT in Radiology and Imaging during 2007–2016 from government IHTs

350 Male Female Total

300 287 250

er 208

b 200 165 148 146 138

Num 150 138 146 128 122 100 79 119 107 95 107 103 58 66 80 50 53 53 59 39 51 5 29 31 35 0 13 20 2007 2008 2009 2010 2011 2012 2013 2014 2015 2016

Year During 2007–2016, on an average 141 students graduated DMT in Radiology and Imaging from these institutes; male– female ratio was 99:42 (Figure 63A).

135 Mapping of Health Professional Education Institutions in Bangladesh

Figure 64A: Year-wise distribution of total students who acquired DMT in Radiology and Imaging during 2007–2016 from nongovernment IHTs

60 Male Female Total 54 50 43 40 33 33 er

b 30 27 26 26 25 Num 21 24 22 20 19 18 17 19 9 12 10 11 8 8 4 1 6 7 3 4 1 1 0 0 0 2007 2008 2009 2010 2011 2012 2013 2014 2015 2016 Year

Figure 64A indicates that the highest number of students (2251) completed the diploma in 2008 and the lowest number of students (45) graduated in 2016. Every year on an average 117 students completed the diploma successfully; male–female ratio was 87:30.

Diploma in Medical Technology in Pharmacy

Admission

Figure 65A: Year-wise distribution of students admitted into DMT in Pharmacy during 2007–2016 in government IHTs

400 Male Female Total 373 350 357 307 324 300 268 250 207 er

b 218 200 179 176 214 158 163 160 155 150 166 151 Num 148 143 101 96 135 117 100 89 111 128 83 50 69 62 49 59 0 2007 2008 2009 2010 2011 2012 2013 2014 2015 2016 Year

In 2007, 158 were admitted into DMT in Pharmacy, which reached 373 in 2015, however, the numbers decreased by 28% in 2016. On an average 248 students were admitted to the course every year (Figure 65A).

136 Mapping of Health Professional Education Institutions in Bangladesh

Figure 66A: Year-wise distribution of students admitted into DMT in Pharmacy during 2007–2016 in nongovernment IHTs

1200 Male Female Total

1000 962 896 800 702 738 er 600 669 b 429 531 453

Num 400 342 326 287 224 169 200 227 127 196 122 171 131 80 64 72 87 91 42 49 52 0 38 15 20 2007 2008 2009 2010 2011 2012 2013 2014 2015 2016 Year

In nongovernment IHTs, the number of students admitted into DMT in Pharmacy gradually more than doubled from 429 in 2007 until 962 in 2009. However, since 2010 the numbers substantially decreased to 72 admissions in 2016. The lowest admission was 64 in 2015.

Graduation

Figure 67A: Year-wise distribution of total students who acquired DMT in Pharmacy during 2009–2016 from government IHTs

350 Male Female Total 323 300

250 210 200 er b 150 149 124 133 123 Num 113 100 87 95 76 74 75 82 67 50 64 50 48 59 14 45 48 23 10 0 4 2009 2010 2011 2012 2013 2014 2015 2016 Year

During 2007–2016, on an average 105 students graduated the DMT in Pharmacy from government IHTs (Figure 67A). The number of students acquired DMT in Pharmacy from the government IHTs gradually increasing from 87 in 2009 to 149 in 2016.

137 Mapping of Health Professional Education Institutions in Bangladesh

Figure 68A: Year-wise distribution of total students who acquired DMT in Pharmacy during 2009–2016 from nongovernment IHTs

700 Male Female Total 638 600

500 518 419 400 er b 331 300 284 271 244 Num 232 214 200 204 219 187 153 145 182 137 100 67 102 67 91 87 40 77 27 0 2009 2010 2011 2012 2013 2014 2015 2016

Year

Figure 68A indicates of the number of students who graduated the DMT in Pharmacy every year during 2009-2016, from the nongovernment IHTs, the first batch completed the diploma in 2009. On an average 309 students graduated the diploma per year.

138 Mapping of Health Professional Education Institutions in Bangladesh

Annex 6: List of health professional education institutes in Bangladesh (by December 2016) Serial No. Medical college Type of organization 1 Dhaka Medical College Government 2 Sir Salimullah Medical College Government 3 Shaheed Suhrawardy Medical College Government 4 Mymensing Medical College Government 5 Chattogram Medical College Government 6 Government 7 Sylhet M.A. G. Osmani Medical College Government 8 Sher-e-Bangla Medical College Government 9 Government 10 Government 11 Government 12 Shaheed Medical College Government 13 Faridpur Medical College Government 14 M A Rahim Medical College( Medical College) Government 15 Medical College Government 16 Abdul Malik Ukil Medical College Government 17 Cox’s Bazar Medical College Government 18 Jashore Medical College Government 19 Satkira Medical College Government 20 Shahid Medical College Government 21 Medical College Government 22 Sheikh Sayera Khatun Medical College Government 23 Shaheed Tazuddin Ahmad Medical College Government 24 Medical College Government 25 Jamalpur Medical College Government 26 Medical College Government 27 Shaheed M. Monsur Ali Medical College Government 28 Medical College Government 29 Medical College Government 30 Mugda Medical College Government 31 Army Medical College, Chattogram Armed Force 32 Army Medical College, Jashore Armed Force 33 Army Medical College, Cumilla Armed Force 34 Armed Forces Medical College, Dhaka Armed Force 35 Army Medical College, Bogura Armed Force 36 Army Medical College, Rangpur Armed Force 37 Bangladesh Medical College Nongovernment 38 Gonoshasthaya Samaj Vittik Medical College Nongovernment 39 Institute of Applied Health Sciences (USTC) Nongovernment 40 Jahurul Islam Medical College Nongovernment 41 Medical College for Women and Hospital Nongovernment 42 Z.H Sikder Women Medical College Nongovernment 43 Dhaka National Medical College Nongovernment 44 Community Based Medical College Nongovernment

139 Mapping of Health Professional Education Institutions in Bangladesh

Serial No. Medical college Type of organization 45 Jalalabad Ragib Rabeya Medical College Nongovernment 46 Shaheed Monsur Ali Medical College Nongovernment 47 North East Medical College Nongovernment 48 Holy Family Red Crescent Medical College Nongovernment 49 International Medical College Nongovernment 50 North Bengal Medical College Nongovernment 51 East West Medical College Nongovernment 52 Kumudini Medical College Nongovernment 53 Tairunnessa Medical College Nongovernment 54 Nongovernment 55 BGC Trust Medical College Nongovernment 56 Shahabuddin Medical College Nongovernment 57 Enam Medical College Nongovernment 58 Islami Bank Medical College Nongovernment 59 Nongovernment 60 Nongovernment 61 Nongovernment 62 Khawja Eunus Medical College Nongovernment 63 Chattogram Ma O Shishu Medical College Nongovernment 64 Sylhet Women Medical College Nongovernment 65 Nightangel Medical College Nongovernment 66 Southern Medical College Nongovernment 67 Northern International Medical College Nongovernment 68 Adhunik Medical College Nongovernment 69 Delta Medical college. Nongovernment 70 Addin Women Medical College Nongovernment 71 Dhaka Community Medical College Nongovernment 72 TMSS Medical college Nongovernment 73 Anwer Khan Modern Medical College Nongovernment 74 Nongovernment 75 Rangpur Community Hospital Medical College Nongovernment 76 Northern Private Medical College Nongovernment 77 Faridpur Diabetic Association Medical College Nongovernment 78 Green Life Medical College Nongovernment 79 Nongovernment 80 MH Shamarita Medical College Nongovernment 81 Monno Medical College Nongovernment 82 Dhaka Central International Medical College Nongovernment 83 Dr. Sirajul Islam Medical College Nongovernment 84 Marks Medical College Nongovernment 85 Moinamoti Medical College Nongovernment 86 Ad-din- Sakina Medical College Nongovernment 87 Nongovernment 88 Barind Medical College Nongovernment 89 City Medical College Nongovernment

140 Mapping of Health Professional Education Institutions in Bangladesh

Serial No. Medical college Type of organization 90 Ashiyan Medical College Nongovernment 91 Aichi Medical College Nongovernment 92 Bashundhara Ad-din Medical College, Keranigong Nongovernment 93 Medical College Nongovernment 94 ’s Medical College Nongovernment 95 Universal Medical College Nongovernment 96 Care Medical College Nongovernment 97 Medical College Nongovernment 98 Parkview Medical College Nongovernment 99 Marine City Medical College Nongovernment 100 Makhdum Medical College Nongovernment 101 Chattogram International Medical college Nongovernment 102 US Bangla Medical College Nongovernment 103 Addin Akij Medical College Nongovernment 104 Monowara Sikder Medical College Nongovernment 105 Khulna City Medical College Nongovernment

141 Mapping of Health Professional Education Institutions in Bangladesh

Serial No. Dental college/unit Type of organization 1 Dhaka Dental College Government 2 Chattogram Medical College Dental Unit Government 3 Rajshahi Medical College Dental Unit Government 4 Shaheed Shuhrawardhy Medical College Dental Unit Government 5 Sir Salimullah Medical College Dental Unit Government 6 Mymensingh Medical College Dental Unit Government 7 Sylhet M. A. G. Osmani Medical College Dental Unit Government 8 Sher-e- Bangla Medical College Dental Unit Government 9 Rangpur Medical College Dental Unit Government 10 Pioneer Dental College Nongovernment 11 City Dental College Nongovernment 12 University Dental College Nongovernment 13 Bangladesh Dental College Nongovernment 14 Sapporo Dental College Nongovernment 15 Rangpur Dental College Nongovernment 16 Chattogram International Dental College Nongovernment 17 Samaj Vittik Dental College Nongovernment 18 Marks Dental College Nongovernment 19 Update Dental College Nongovernment 20 Udayan Dental College Nongovernment 21 Sephena Women’s Dental College Nongovernment 22 Mendi Dental College Nongovernment 23 A.H Shamorita Medical College Dental Unit Nongovernment 24 Kumudini Medical College Dental Unit Nongovernment 25 Holy Family Red Crescent Medical College Dental Unit Nongovernment 26 TMSS- Bogura Medical College Dental Unit Nongovernment 27 Community Medical College,Dhaka Dental Unit Nongovernment 28 Delta Medcial Collge Dental Unit Nongovernment 29 Community Based Medical College Mymensingh Dental Unit Nongovernment 30 Dhaka National Medical College Dental Unit Nongovernment 31 Islami Bank Medical College Dental Unit Nongovernment 32 Sylhet Central Dental College Nongovernment 33 Ibrahim Medical College Dental Unit Nongovernment 34 Khaja Yunus Ali Medical College Dental Unit Nongovernment 35 North East Medical College Dental Unit Nongovernment

142 Mapping of Health Professional Education Institutions in Bangladesh

Serial No. Medical Assistant Training School Type of organization 1 Medical Assistant Training School, Bagerhat Government 2 Medical Assistant Training School, Government 3 Medical Assistant Training School, Tangail Government 4 Medical Assistant Training School, Kushtia Government 5 Medical Assistant Training School, Noakhali Government 6 Medical Assistant Training School, Faridpur Government 7 Medical Assistant Training School, Cumilla Government 8 Medical Assistant Training School, Jhenidah Government 9 Dhaka Medical Assistant Training School, Dhaka Nongovernment (functional) 10 SAIC Institute of Medical Assistants, Dhaka Nongovernment (functional) 11 SIMT Medical Assistant Training School, Dhaka Nongovernment (functional) 12 SIMT Medical Assistant Training School, Bogura Nongovernment (functional) 13 Rampura Institute of Medical Technology & MATS, Dhaka Nongovernment (functional) 14 Udayan Medical Assistant Training School, Rajshahi Nongovernment (functional) 15 Rajshahi Medical Assistant Training School, Rajshahi Nongovernment (functional) 16 Prime Medical Assistant Training School, Rangpur Nongovernment (functional) 17 Green International Medical Assistant Training School, Rangpur Nongovernment (functional) 18 TMSS Medical Assistant Training School, Bogura Nongovernment (functional) 19 Spark Medical Assistant Training Academy, Dhaka Nongovernment (functional) 20 Sylhet Medical Assistant Training School, Sylhet Nongovernment (functional) 21 Healthways Medical Assistant Training School, Bogura Nongovernment (functional) 22 Rabeya Medical Assistant Training School, Dhaka Nongovernment (functional) 23 Jalalabad Medical Assistant Training School, Sylhet Nongovernment (functional) 24 SPKS Medical Assistant Training School, Dhaka Nongovernment (functional) 25 Cumilla Medical Assistant Training School, Thakurpara, Cumilla Nongovernment (functional) 26 Moulovibazar Medical Assistant Training School, Moulovibazar Nongovernment (functional) 27 The Medical Assistant Training School, Dhaka Nongovernment (functional) 28 Advanced Medical Assistant Training School, Dhaka Nongovernment (functional) 29 Rumdo Medical Assistant Training School, Mymensingh Nongovernment (functional) 30 Bangladesh Medical Institute, Dhaka Nongovernment (functional) 31 Trauma Institute of Medical Assistant Training School, Dhaka Nongovernment (functional) 32 NDC Medical Assistant Training School, Joypurhat Nongovernment (functional) 33 Joypurhat Medical Assistant Training School, Joypurhat Nongovernment (functional) 34 National Institute of Medical & Dental Technology & MATS, Dhaka Nongovernment (functional) 35 Shyamoli Medical Assistant Training School, Dhaka Nongovernment (functional) 36 Rajbari Community Medical Assistant Training School, Rajbari Nongovernment (functional) 37 Professor Sohrab Uddin Medical Assistant Training School, Tangail Nongovernment (functional) 38 Taleb Ali Medical Assistant Training School, Mymensingh Nongovernment (functional) 39 Tangail Medical Assistant Training School, Tangail Nongovernment (functional) 40 State Medical Assistant Training Academy, Jhenidah Nongovernment (functional) 41 Institute of Medical Assistant, Faridpur Nongovernment (functional) 42 Eden Medical Assistant Training School, Dhaka Nongovernment (functional) 43 Rangpur Medical Assistant Training School, Rangpur Nongovernment (functional) 44 Prince Medical Assistant Training School, , Dhaka Nongovernment (functional) 45 Chandpur Medical Assistant Training School, Chandpur Nongovernment (functional)

143 Mapping of Health Professional Education Institutions in Bangladesh

Serial No. Medical Assistant Training School Type of organization 46 Galaxy Medical Assistant Training School, Rajshahi Nongovernment (functional) 47 Renin Medical Assistant Training School, Nongovernment (functional) 48 Anowara Medical Assistant Training School, Dinajpur Nongovernment (functional) 49 T S Medical Assistant Training School, Sirajgonj Nongovernment (functional) 50 Unilab Medical Assistant Training School, Magura Nongovernment (functional) 51 NYDASA Medical Assistant Training School, Dhaka Nongovernment (functional) 52 Medical Assistant Training School, Tangail Nongovernment (functional) 53 Fortune Medical Assistant Training School, Shahbag, Dhaka Nongovernment (functional) 54 Ideal Medical Training Institute and Health Technology, Tangail Nongovernment (functional) 55 Bangladesh Medical Assistant Training School, Rajshahi Nongovernment (functional) 56 Ideal Medical Technology MATS, Sherpur Road, Bogura Nongovernment (functional) 57 New Turag General Hospital Pvt. Ltd. & Mats, Nongovernment (functional) 58 Shahid S. A. Memorial Medical Institute & MATS, Dhaka Nongovernment (functional) 59 People's International Medical Assistant Training School, Rajshahi Nongovernment (functional) 60 Paramedical Institute MATS, , Tangail Nongovernment (functional) 61 ALO Medical Assistant Training School, Kushtia Nongovernment (functional) 62 Dr. Liza-Dr. Ratan Medical Assistant Training School, Kushtia Nongovernment (functional) 63 Pabna Community Medical Assistant Training School, Pabna Nongovernment (functional) 64 Pabna Medical Assistant Training School, Pabna Nongovernment (functional) 65 Morning Glory Medical Assistant Training School, Chapai Nawabganj Nongovernment (functional) 66 Pallyshasthya Medical Assistant Training School, Manikgonj Nongovernment (functional) 67 Dhaka Microlab Institute of Medical Technology & MATS, Dhaka Nongovernment (functional) 68 Uttarbango Medical Assistant Training School, Bogura Nongovernment (functional) 69 Noakhali Paramedical Center (NPC-MATS), Noakhali Nongovernment (functional) 70 Chattogram Medical Assistant Training School, Chattogram Nongovernment (functional) 71 Jashim Uddin Medical Assistant Training School, Jamalpur Nongovernment (functional) 72 Khulna Medical Assistant Training School, Khulna Nongovernment (functional) 73 Institute of Medical Technology & MATS, Narayangonj Nongovernment (functional) 74 Prime Medical Assistant Training School, Rajshahi Nongovernment (functional) 75 Janata Medical Assistant Training School, Kurigram Nongovernment (functional) 76 B. Baria Medical Assistant Training School, Cumilla Nongovernment (functional) 77 Dr. Halima Khatun Medical Assistant Training School, Mymensingh Nongovernment (functional) 78 Rajdhani Medical Assistant Training School, Barishal Nongovernment (functional) 79 Khandoker Abdul Mannan Medical Institute, Kishoregonj Nongovernment (functional) 80 Maynamoti Medical Assistant Training School, Maynamoti Nongovernment (functional) 81 Natore Medical Assistant Training School, Natore Nongovernment (functional) 82 PIMT Medical Assistant Training School, Bogura Nongovernment (functional 83 SDDL Medical Assistant Training School, Bogura Nongovernment (functional) 84 A.S.I Medical Assistant Training School, Sirajgonj Nongovernment (functional) 85 Central Medical Assistant Training School, Rangpur Nongovernment (functional) 86 Biborton Medical Assistant Training School, Mirpur, Dhaka Nongovernment (functional) 87 Matryseba Medical Assistant Training School, Gagipur Nongovernment (functional) 88 Morning Sun Medical Assistant Training School, Rangpur Nongovernment (functional) 89 Chuadanga Ideal Medical Assistant Training School, Chuadanga Nongovernment (functional) 90 Rangpur City Medical Assistant Training School, Rangpur Nongovernment (functional)

144 Mapping of Health Professional Education Institutions in Bangladesh

Serial No. Medical Assistant Training School Type of organization 91 Jamuna Medical Assistant Training School, Tangail Nongovernment (functional) 92 Ullapara Medical Assistant Training School. Sirajgonj Nongovernment (functional) 93 Birampur Medical Assistant Training School, Dinajpur Nongovernment (functional) 94 Creative Medical Assistant Training School, Nilphamari Nongovernment (functional) 95 Scholars Medical Assistant Training School, Mymensingh Nongovernment (functional) 96 DWF Medical Assistant Training School, Patuakhali Nongovernment (functional) 97 Institute of Health and Development, Dhaka Nongovernment (functional) 98 Shahjalal (Rh:) Medical Institute of Mats, Tangail Nongovernment (functional) 99 Unique Medical Assistant Training School, Tangail Nongovernment (functional) 100 Community Medical Assistant Training Institute, Faridpur Nongovernment (functional) 101 Zam Zam Institute of Health Technology & Mats, Barishal Nongovernment (functional) 102 Feroza Medical Assistant Training School, Kishoreganj Nongovernment (functional) 103 Genomic Medical Assistant Training School, Gopalgonj Nongovernment (functional) 104 Radium Medical Assistant Training School, Rajshahi Nongovernment (functional) 105 ASA Medical Assistant Training School, Habigonj Nongovernment (functional) 106 RTM International Medical Assistant Training School, Sylhet Nongovernment (functional) 107 Shimantik Medical Assistant Training School, Sylhet Nongovernment (functional) 108 National Life Care Medical Assistant Training School, Sylhet Nongovernment (functional) 109 GTN Mats & Medical Technology, Gazipur Nongovernment (functional) 110 Mohasthan Medical Assistant Training School, Bogura Nongovernment (functional) 111 Doctors Medical Assistant Training School, Rajshahi Nongovernment (functional) 112 Daf Bangladesh Medical Assistant Training School, Rajshahi Nongovernment (functional) 113 Confidence Medical Assistant Training School, Manikgonj Nongovernment (functional) 114 Resource Medical Assistant Training School, Netrokona Nongovernment (functional) 115 Mahi Sawer Medical Assistant Training School, Bogura Nongovernment (functional) 116 North Bengol Medical Assistant Training School, Gaibandha Nongovernment (functional) 117 Oriental Medical Assistant Training School, Thakurgaon Nongovernment (functional) 118 Institute of Health Technology MATS, Dinajpur Nongovernment (functional) 119 D-Medical Assistant Training School, Rajshahi Nongovernment (functional) 120 Ethic Medical Assistant Training School, Nongovernment (functional) 121 Afforda Medical Assistant Training School, Rajshahi Nongovernment (functional) 122 Bright Nation Medical Assistant Training School, Pabna Nongovernment (functional) 123 Compact Medical Institute, Feni Nongovernment (functional) 124 British Bangla Medical Assistant Training School, Mymensingh Nongovernment (functional) 125 BIIMT Medical Assistant Training School, Bogura Nongovernment (functional) 126 Life Care Medical Institute, , Noakhali Nongovernment (functional) 127 Amena Medical Assistant Training School, Rajshahi Nongovernment (functional) 128 MR Medical Assistant Training School, Dhaka Nongovernment (functional) 129 BRIC Medical Assistant Training School, Khulna Nongovernment (functional) 130 DWF Medical Assistant Training School, Barishal Nongovernment (functional) 131 Royal Medical Assistant Training School, Bogura Nongovernment (functional) 132 Green Leaf Medical Assistant Training School, Dinajpur Nongovernment (functional) 133 Shyamoli Ideal Medical Assistant Training School, Dhaka Nongovernment (functional) 134 Dr. Taher & Dr. Lina Medical Assistant Training School, Meherpur Nongovernment (functional) 135 Rupsha Medical Assistant Training School, Khulna Nongovernment (functional)

145 Mapping of Health Professional Education Institutions in Bangladesh

Serial No. Medical Assistant Training School Type of organization 136 Oxford Medical Assistant Training School, Magura Nongovernment (functional) 137 Uttara Adhunik Medical Institute (UAMI), Dhaka Nongovernment (functional) 138 Advanced Institute of Medical & Dental Technology, Barishal Nongovernment (functional) 139 S M Institute of Medical Technology & Mats, Sirajgonj Nongovernment (functional) 140 Bangladesh Cancer Society Medical Assistant Training School, Dhaka Nongovernment (functional) 141 Mamtaz Medical Assistant Training Institute, Dhaka Nongovernment (functional) 142 Lab Care Medical Assistant Training School, Sirajgonj Nongovernment (functional) 143 Al-Amana Medical Assistant Training School, Pabna Nongovernment (functional) 144 Bushra Medical Assistant Training School, Nongovernment (functional) 145 Progressive Medical Assistant Training School, Patuakhali Nongovernment (functional) 146 Shah Medical Assistant Training School, Kustia Nongovernment (functional) 147 Trauma Women's Medical Assistant Training School, Mirpur, Dhaka Nongovernment (functional) 148 Muktizoddha Tofazzel Hossain Medical Assistant Training School, Nongovernment (functional) 149 Dr. Mesbah-Ur-Rahman Medical Assistant Training School, Sadar, Jashore Nongovernment (functional) 150 Monowara Anowara Medical Assistant Training Institute, Thakurgaon Nongovernment (functional) 151 Pabna Ideal Medical Assistant Training School, Pabna Nongovernment (functional) 152 Padma-Garai Medical Assistant Training School, Kushtia Nongovernment (functional) 153 Eastern Medical Assistant Training School, Dhaka Nongovernment (functional) 154 Gurukul Medical Assistant Training School, Rajbari Nongovernment (functional) 155 Asian Medical Assistant Training School, Bogura Nongovernment (functional) 156 Specialized Medical Assistant Training School, Kushtia Nongovernment (functional) 157 Tangi Medical Assistant Training School, Dhaka Nongovernment (functional) 158 Alpha Medical Assistant Training School, R.K. Road, Rangpur Nongovernment (functional) 159 Lec View Medical Assistant Training School, Foridpur Nongovernment (functional) 160 Cox's Bazar Institute of Medical Technology & MATS, Cox's Bazar Nongovernment (functional) 161 Altra Medical Assistant Training School, Mirpur, Dhaka Nongovernment (functional) 162 Bengol Medical Assistant Training School, Rangpur Nongovernment (functional) 163 Savar Stol Medical Assistant Training Institute, Dhaka Nongovernment (functional) 164 Institute of Medical and Dental Technology & Mats, Tangail Nongovernment (functional) 165 Institute of Health Technology & Mats, Chattogram Nongovernment (functional) 166 J M Medical Assistant Training School, Jashore Nongovernment (functional) 167 Aero Medical Institute, Bangladesh , Dhaka Nongovernment (functional) 168 Impulse Medical Assistant Training School, Noakhali Nongovernment (functional) 169 Sumona Medical Assistant Training School, Dhaka Nongovernment (non-functional) 170 New Pilot Medical Assistant Training School, Tangail Nongovernment (non-functional) 171 A R Medical Assistant Training School, Dhaka Nongovernment (non-functional) 172 Reliable Medical Assistant Training School, Rangpur Nongovernment (non-functional) 173 Sirajgonj Modern Medical Training School, Sirajgonj Nongovernment (non-functional) 174 Desh Medical Assistant Training School, Mymensigh Nongovernment (non-functional) 175 A M C Centre & School, Ghatail Sananibash, Tangail Nongovernment (non-functional) 176 Mayjdi Medical Assistant Training School, Noakhali Nongovernment (non-functional) 177 IACIB Medical Assistant Training School, Saver Nongovernment (non-functional) 178 Rubi Medical Assistant Training School Nongovernment (non-functional) 179 Shah Foridpur Medical Assistant Training School, Foridpur Nongovernment (non-functional) 180 Akanda Medical Assistant Training School, Mymensigh Nongovernment (non-functional)

146 Mapping of Health Professional Education Institutions in Bangladesh

Serial No. Medical Assistant Training School Type of organization 181 Jefry Medical Assistant Training School, Dhaka Nongovernment (non-functional) 182 J- MATS & Medical Institute Jamalpur Nongovernment (non-functional) 183 PBM Medical Assistant Training Institute, Khagrachari Sadar Nongovernment (non-functional) 184 Padma Medical Assistant Training School, Rajshahi Nongovernment (non-functional) 185 Combined Medical Assistant Training School, Bogura Nongovernment (non-functional) 186 Peerless Medical Assistant Training Institute, Puthia, Rajshahi Nongovernment (non-functional) 187 Ma Medical Assistant Training Institute, Gazipur Nongovernment (non-functional) 188 Mawna Medical Assistant Training School, Gagipur Nongovernment (non-functional) 189 Niyak Medical Assistant Training School, Bogura Nongovernment (non-functional) 190 The Rediam MATS & Technology Institute, Manikgong Nongovernment (non-functional) 191 Jonoseba Medical Assistant Training School, Chapai Nawabganj Nongovernment (non-functional) 192 Saleha Medical Assistant Training Institute, Rajshahi Nongovernment (non-functional) 193 Dhaka City Medical Assistant Training School, Dhaka Nongovernment (non-functional) 194 Ideal Medical Assistant Training School, Mymensingh Nongovernment (non-functional) 195 The Green Medical Assistant Training School, Pabna Nongovernment (non-functional) 196 Central Institute of Health Science & MATS, Dhaka Nongovernment (non-functional) 197 Abul Hossain Medical Assistant Training School, Dinajpur Nongovernment (non-functional) 198 Eklas Uddin Khan Medical Assistant Training School, Manikgong Nongovernment (non-functional) 199 Neuron Medical Assistant Training School, Rajshahi Nongovernment (non-functional) 200 Panchagarh Medical Assistant Training School, Panchagarh Nongovernment (non-functional) 201 Medical Training Institute, Gaibandha Nongovernment (non-functional) 202 Medihelp Medical Assistant Training School, Rangpur Nongovernment (non-functional) 203 RIMT Medical Assistant Training School, Mymensingh Nongovernment (non-functional) 204 Hamida Medical Assistant Training School, Gaibandha Nongovernment (non-functional) 205 Pasievic Medical Assistant Training School, Tangail Nongovernment (non-functional) 206 Tast Medical Assistant Training School, Dhaka Nongovernment (non-functional) 207 Ettehah Medical Assistant Training School, Dhaka Nongovernment (non-functional) 208 The ModernMedical Assistant Training School, Khulna Nongovernment (non-functional)

147 Mapping of Health Professional Education Institutions in Bangladesh

Serial No. Institute of Health Technology Type of organization 1 Institute of Health Technology, Dhaka Government 2 Institute of Health Technology, Rajshahi Government 3 Institute of Health Technology, Bogura Government 4 Institute of Health Technology, Fouzdarhat, Chattogram Government 5 Institute of Health Technology, Barishal Government 6 Institute of Health Technology, Rangpur Government 7 Institute of Health Technology, Jhenidah Government 8 Institute of Health Technology, Sylhet Government 9 Bangladesh Health Professions Institute, Savar, Dhaka Nongovernment (functional) 10 Institute of Health Technology, City Corporation, Chattogram Nongovernment (functional) 11 Marks Institute of Medical Technology, Dhaka Nongovernment (functional) 12 Institute of Medical Technology, Faridpur Nongovernment (functional) 13 Institute of Community Health Bangladesh, Dhaka Nongovernment (functional) 14 National Institute of Medical & Dental Technology, Dhaka Nongovernment (functional) 15 International Institute of Health Sciences, Dhaka Nongovernment (functional) 16 Saic Institute of Medical Technology, Dhaka Nongovernment (functional) 17 Gonosasta Institute of Health Science, Gazipur Nongovernment (functional) 18 Professor Sohrab Uddin IMT, Tangail Nongovernment (functional) 19 Islami Bank Institute of Health Technology, Rajshahi Nongovernment (functional) 20 TMSS Medical Technology Institute, Bogura Nongovernment (functional) 21 Rumdo Institute of Health Technology, Mymensingh Nongovernment (functional) 22 Cumilla Institute of Health Technology, Cumilla Nongovernment (functional) 23 Prime Institute of Science & Medical Technology (PRISMET), Rangpur Nongovernment (functional) 24 Ad-din Womens Institute of Health Technology, Jashore Nongovernment (functional) 25 Ahsania Mission Institute of Medical Technology, Dhaka Nongovernment (functional) 26 Trauma Institute of Medical Technology, Dhaka Nongovernment (functional) 27 DAD Institute of Medical Technology, Dinajpur Nongovernment (functional) 28 Joypurhat Institute of Medical Technology, Joypurhat Nongovernment (functional) 29 Fortune Institute of Medical Technology,Dhaka Nongovernment (functional) 30 Advanced Institute of Medical & Dental Technology, Barishal Nongovernment (functional) 31 Sirajgonj Institute of Medical Technology, Sirajgonj Nongovernment (functional) 32 Institute of Medical Technology, Rajbari Nongovernment (functional) 33 United Care Institute of Medical Technology, Brahmanbaria Nongovernment (functional) 34 Armed Forces Institute of Health Technology, Dhaka Nongovernment (functional) 35 Rangpur City Institute of Medical Technology, Rangpur Nongovernment (functional) 36 National Heart Foundation Hospital & Research Institute, Dhaka Nongovernment (functional) 37 Sailor Institute of Health Technology, Rajshahi Nongovernment (functional) 38 Ideal Institute of Health Technology, Bogura Nongovernment (functional) 39 North East Institute of Health Technology, Sylhet Nongovernment (functional) 40 Specialized Institute of Health Technology, Kushtia Nongovernment (functional) 41 Zam Zam Institute of Health Technology & Mats, Barishal Nongovernment (functional) 42 Bangladesh Institute of Medical & Dental Technology, Mohammadpur, Dhaka Nongovernment (non-functional) 43 Institute of Medical Technology, Dhaka Nongovernment (non-functional) 44 Janata Institute of Medical Technology, Bogura Nongovernment (non-functional) 45 Greenview Institute of Health Technology, Dhaka Nongovernment (non-functional)

148 Mapping of Health Professional Education Institutions in Bangladesh

Serial No. Institute of Health Technology Type of organization 46 Healthways Institute of Medical Technology, Bogura Nongovernment (non-functional) 47 Radiant College of Medical Technology, Dhaka Nongovernment (non-functional) 48 National Institute of Medical Technology, Uttara, Dhaka Nongovernment (non-functional) 49 Rajshahi Institute of Medical Technology, Rajshahi Nongovernment (non-functional) 50 Chattogram Institute of Medical Technology, Chattogram Nongovernment (non-functional) 51 Newlab Institute of Medical Technology, Dhaka Nongovernment (non-functional) 52 Prime Institute of Medical Technology, Rajshahi Nongovernment (non-functional) 53 Shahid S. A. Memorial Medical Institute, Dhaka Nongovernment (non-functional) 54 Bangladesh Institute of Medical Technology, Pabna Nongovernment (non-functional) 55 Sumona Institute of Medical Technology, Dhaka Nongovernment (non-functional) 56 Institute of Medical and Dental Technology, Tangail Nongovernment (non-functional) 57 Institute of British Colombia Medical Technology, Dhaka Nongovernment (non-functional) 58 Prince Institute of Medical Technology Nongovernment (non-functional) 59 Dhaka Institute of Health Technology, Dhaka Nongovernment (non-functional) 60 CSCR Institute of Medical Technology, Chattogram Nongovernment (non-functional) 61 Jeffrey Institute of Health Science & Technology, Dhaka Nongovernment (non-functional) 62 SAIC Institute of Medical Technology, Bogura Nongovernment (non-functional) 63 SAIC Institute of Medical Technology, Khulna Nongovernment (non-functional) 64 A.R. Medical Institute, Mohammadpur, Dhaka Nongovernment (non-functional) 65 Dhaka Microlab Institute of Medical Technology, Shahjadpur, Dhaka Nongovernment (non-functional) 66 Bhairab Inst. of Medical & Dental Technology, Kishoregonj Nongovernment (non-functional) 67 Institute of Medical Technology, Narayongonj Nongovernment (non-functional) 68 Compact Med. Institute, Feni Nongovernment (non-functional) 69 Shah Mokhdum Institute of Medical Technology, Rajshahi Nongovernment (non-functional) 70 Morning Glory Institute of Health Technology, Chapai Nawbabganj Nongovernment (non-functional) 71 Uttara Crescent Institute of Medical Technology, Uttara, Dhaka Nongovernment (non-functional) 72 Cox's Bazar Institute of Medical Technology, Cox's Bazar Nongovernment (non-functional) 73 Central Institute of Health Science (CIHS), Dhaka Nongovernment (non-functional) 74 Florence Institute of Medical Technology Nongovernment (non-functional) 75 Birampur Institute of Health Technology, Dinajpur Nongovernment (non-functional) 76 Disable Welfare Foundation Institute of Medical Technology Nongovernment (non-functional) 77 Lackview Institute of Medical Technology, Faridpur Nongovernment (non-functional) 78 Jenemic Institute of Medical Technology Nongovernment (non-functional) 79 Feroza Medical Technology, Kishorganj Nongovernment (non-functional) 80 Bright Nation Health & Technology, Pabna Nongovernment (non-functional) 81 Pabna Ideal Institute of Health Technology Nongovernment (non-functional) 82 Maizdi Institute of Health Technology Nongovernment (non-functional) 83 SRB Diploma in Health Technology Nongovernment (non-functional) 84 Army Medical Corps Centre & School Nongovernment (non-functional) 85 Shyamoli Ideal Institute of Health Technology Nongovernment (non-functional) 86 Bangladesh Medical College, Dhaka Nongovernment (non-functional) 87 Rampura Institute of Medical Technology Nongovernment (non-functional) 88 NDC Institute Of Medical Technology Nongovernment (non-functional) 89 B-Baria Institute of Medical Technology Nongovernment (non-functional) 90 Bangladesh Institute of Medical Technology Nongovernment (non-functional)

149 Mapping of Health Professional Education Institutions in Bangladesh

Serial No. Institute of Health Technology Type of organization 91 Christiyan Institute of Medical Technology Nongovernment (non-functional) 92 Institute of Medical Science & Technology Nongovernment (non-functional) 93 SPKS Institute of Medical Technology Nongovernment (non-functional) 94 Dayalab Institute of Medical Technology Nongovernment (non-functional) 95 Confidence Medical Assistant Training School Nongovernment (non-functional) 96 Ghatail Medical Assistant Training School Nongovernment (non-functional) 97 Rabeya MATS & Technology Nongovernment (non-functional) 98 Akanda Institute of Medical Technology Nongovernment (non-functional) 99 S M Institute of Medical Technology& MATS Nongovernment (non-functional) 100 Saleha Medical Technology Institute Nongovernment (non-functional) 101 Progressive Institute of Medical & Dental Technology Nongovernment (non-functional) 102 Fulpur Institute of Medical Technology Nongovernment (non-functional) 103 East West Institute of Medical Technology Nongovernment (non-functional) 104 Gurukul Institute of Health Technology Nongovernment (non-functional) 105 J-MATS & Medical Institute Nongovernment (non-functional)

150 Mapping of Health Professional Education Institutions in Bangladesh

Serial No. Nursing college Type of organization 1 Dhaka Nursing College, Dhaka Government 2 Mymensingh Nursing College, Mymensigh Government 3 Rajshahi Nursing College, Rajshahi Government 4 Chattogram Nursing College, Chattogram Government 5 Rangpur Nursing College, Rangpur Government 6 Sylhet Nursing College, Sylhet Government 7 Barishal Nursing College, Barishal Government 8 Faculty of Nursing, BSMMU, Shahbag, Dhaka Government 9 Manikgonj Nursing College, Manikgonj Government 10 Dinajpur Nursing College Government 11 Bogura Nursing College Government 12 Fauzderhat Nursing College, Chattogram Government 13 College of Nursing, Mohakhali, Dhaka Government 14 Armed Forces Medical Institute, Dhaka Cant. Dhaka Armed Force 15 Army Nursing College, Rangpur Cant. Rangpur Armed Force 16 Army Nursing College, Ctg. Cant. Chattogram Armed Force 17 Army Nursing College, Cumilla Cant. Cumilla Armed Force 18 Army Nursing College, Jashore Cant. Jashore Armed Force 19 Army Nursing College, Bogura Cant. Bogura Armed Force 20 State College of Health Science, Dhanmondi, Dhaka Nongovernment 21 Kumudini Nursing College, Mirzapur, Tangail Nongovernment 22 International Nursing College, , Gazipur Nongovernment 23 North East Nursing College, S.Surma, Sylhet Nongovernment 24 Begum Rabeya Khatun Chow. C/N, Pathantula, Sylhet Nongovernment 25 Prime Nursing College, Rangpur Nongovernment 26 Square Nursing College, Dhanmondi, Dhaka Nongovernment 27 United College of Nursing, Gulshan, Dhaka Nongovernment 28 TMSS Nursing College, Thangamara, Gokul, Bogura Nongovernment 29 TMMC Nursing College, Boardbazar, Gazipur Nongovernment 30 East West N. College, Aichinagar, Turag, Dhaka Nongovernment 31 CRP Nursing College, Savar, Dhaka Nongovernment 32 Birdem Nursing College, Shahbagh, Dhaka Nongovernment 33 Prime Bank College of Nursing , Dhaka Nongovernment 34 Anwer Khan Modern Nursing College, Dhanmondi, Dhaka Nongovernment 35 Green Life Nursing College, Green Road, Dhaka Nongovernment 36 IUBAT, Uttara, Dhaka Nongovernment 37 Sheikh Fazilatunnessa Mujib Memorial KPJ Specialized Hospital Nongovernment and Nursing College, Kashimpur, Gazipur 38 Rangpur Community Nursing College, Rangpur Nongovernment 39 Grameen Caladonian College of Nursing, Dhaka Nongovernment 40 Dhaka Central Int. Nursing College & Inst, Shamoly, Dhaka Nongovernment 41 Jahurul Islam Nursing College, Bajitpur, Kishorgonj Nongovernment 42 College of Nursing Science Dinajpur, Zia-H.F.H. Upasahar, Dinajpur Nongovernment 43 Dhaka Community Nursing College, Moghbazar, Dhaka Nongovernment 44 M.H Samorita Nursing College Tejgaon, Dhaka Nongovernment

151 Mapping of Health Professional Education Institutions in Bangladesh

Serial No. Nursing college Type of organization 45 Fatema Nursing College, Moghbazar, Dhaka Nongovernment 46 Islami Bank Nursing College, Rajshahi Nongovernment 47 Udayan Nursing College, Rajshahi Nongovernment 48 ART Nursing College, Cumilla Nongovernment 49 Marks Nursing College, Mirpur-14, Dhaka Nongovernment 50 Skabo Nursing College, Mymensingh Nongovernment 51 Shamsun Nahar Khan Nursing College, Chattogram Nongovernment 52 Anowara Nursing College, Dinajpur Nongovernment 53 Gazi Munibur Rahman Nursing College, Patuakhali Nongovernment 54 DWF Nursing College, Barishal Nongovernment 55 Monno Nursing College Nongovernment 56 Mirza Nursing College, Rajshahi Nongovernment 57 Ideal Nursing College, Chakfarid, Kaloni, Bogura Nongovernment 58 Al-Amin Nursing College, Sylhet Nongovernment 59 Nursing College, Dhaka Nongovernment 60 Holy Family Red Crescent Nursing College, Dhaka Nongovernment 61 Northern International Nursing College, Dhaka Nongovernment 62 Unihealth Nursing College, Dhaka Nongovernment 63 Khaja Yunus Ali Nursing College Nongovernment 64 Sakhawat H. Memorial Nursing College Nongovernment

152 Mapping of Health Professional Education Institutions in Bangladesh

Serial No. Nursing institutes Type of organization 1 Nursing Institute, Mitford Hospital, Dhaka Government 2 Cumilla Nursing Institute Government 3 Faridpur Nursing Institute Government 4 Khulna Nursing Institute Government 5 Bogura Nursing Institute Government 6 Dinajpur Nursing Institute Government 7 Noakhali Nursing Institute Government 8 Pabna Nursing Institute Government 9 Jashore Nursing Institute Government 10 Kushtia Nursing Institute Government 11 Tangail Nursing Institute Government 12 Rangamati Nursing Institute Government 13 Patuakhali Nursing Institute Government 14 Sirajgonj Nursing Institute Government 15 Munshigonj Nursing Institute Government 16 Chuadanga Nursing Institute Government 17 Magura Nursing Institute Government 18 Cox’s Bazar Nursing Institute Government 19 Nursing Institute Government 20 Sherpur Nursing Institute Government 21 Chapainowabgonj Nursing Institute Government 22 Joypurhat Nursing Institute Government 23 Satkhira Nursing Institute Government 24 Thakurgaon Nursing Institute Government 25 Rajbari Nursing Institute Government 26 B-Baria Nursing Institute Government 27 Feni Nursing Institute Government 28 Bagerhat Nursing Institute Government 29 Kurigram Nursing Institute Government 30 Nursing Institute Government 31 Netrokona Nursing Institute Government 32 Gopalgonj Nursing Institute Government 33 Madaripur Nursing Institute Government 34 Pirojpur Nursing Institute Government 35 Nursing Institute Government 36 Naogaon Nursing Institute Government 37 Nilphamari Nursing Institute Government 38 Panchagar Nursing Institute Government 39 Kishorgonj Nursing Institute Government 40 Jamalpur Nursing Institute Government 41 Jhinaidah Nursing Institute Government 42 Chandpur Nursing Institute Government 43 Habigonj Nursing Institute Government 44 N.I. Christian Mission Hospital, Rajshahi Nongovernment 45 N.I. Christian Mission Hospital, Chandraghona Nongovernment

153 Mapping of Health Professional Education Institutions in Bangladesh

Serial No. Nursing institutes Type of organization 46 Diabetic Association Nursing Institute, Faridpur Nongovernment 47 Shaheed Monsur Ali N.I., Uttara, Dhaka Nongovernment 48 Ad-din N.I., Ad-din Hospital, Jashore Nongovernment 49 Safina N.I., Ad-din Hospital, Kushtia Nongovernment 50 N.I Shisu Shastha F.H., Mirpur, Dhaka Nongovernment 51 CHP N.I, Joyramkura, Haluaghat, Mymensingh Nongovernment 52 N.I, M.C. for Women & Hospital, Uttara, Dhaka Nongovernment 53 Ctg. Maa-O-Shisu H. N.I, Agrabad, Chattogram Nongovernment 54 N.I, Central H., Dhanmondi, Dhaka Nongovernment 55 IBN SINA Nursing Institute, Kalyanpur, Dhaka Nongovernment 56 GMR Nursing Institute, Sonadanga, Khulna Nongovernment 57 St.Vincent Nursing Institute, Dinajpur Nongovernment 58 Community Based Nursing Institute, Mymensingh Nongovernment 59 Pabna Community Nursing Institute, Pabna Nongovernment 60 Shah Makhdum Nursing Institute, Kharkhari, Boalia, Rajshahi Nongovernment 61 Lamb Nursing Institute, Parbatipur, Dinajpur Nongovernment 62 Cumilla Diabetic Association Nursing Institute, Cumilla Nongovernment 63 M.R.F. Nursing Institute, Joypurhat Nongovernment 64 Diabetic Association Nursing Institute, Rajshahi Nongovernment 65 Safa-Makkah Nursing Institute, Sirajgonj Nongovernment 66 Japan-Bangladesh Friendship Nursing Institute, Dhaka Nongovernment 67 Universal Nursing Institute, Mohakhali, Dhaka Nongovernment 68 Nursing Institute, Kalihati, Tangail Nongovernment 69 Northern Institute of Nursing Science, Dhap, Rangpur Nongovernment 70 The Greenlife Nursing Institute, Dinajpur Nongovernment 71 Impact Nursing Institute, Amjhupi, Meherpur Nongovernment 72 Scholars Nursing Institute, Mymensingh Nongovernment 73 BADS Nursing Institute, Naruli, Bogura Nongovernment 74 Uttarbango Nursing Institute, Tin Matha, Bogura Nongovernment 75 Sylhet Red-Crecent Nursing Institute, Sylhet Nongovernment 76 Mahbubur Rahman Memorial Hospital and Nursing Institute Nongovernment 77 Al-Helala Nursing Institute, Mirpur-11, Dhaka Nongovernment 78 Hamida Nursing Institute, Mirpur, Dhaka Nongovernment 79 NIMDT Nursing Institute, Mohammadpur, Dhaka Nongovernment 80 Salauddin Nursing Institute, Dhaka Nongovernment 81 Prince Nursing Institute, Savar, Dhaka Nongovernment 82 Uttara Adhunik Nursing Institute, Uttara, Dhaka Nongovernment 83 Royal Nursing Institute, Gazipur Nongovernment 84 Shahjalal (Rh) Nursing Institute, Tangail Nongovernment 85 Madhupur Nursing Institute, Tangail Nongovernment 86 Professor Sohrab Uddin Nursing Institute, Tangail Nongovernment 87 Bir Muktijudda S. A Salam Nursing Institute, Faridpur Nongovernment 88 Rezwan Mollah Nursing Institute, Faridpur Nongovernment 89 Abdullah Nursing Institute, Rajbari Nongovernment 90 Dr. Jubeida Khatoon Nursing Institute, Rajshahi Nongovernment

154 Mapping of Health Professional Education Institutions in Bangladesh

Serial No. Nursing institutes Type of organization 91 Mahi Sawer Nursing Institute, Bogura Nongovernment 92 SDDL Nursing Institute, Bogura Nongovernment 93 SIT-Faundation Nursing Institute, Bogura Nongovernment 94 Brigth Nation Nursing Institute, Pabna Nongovernment 95 Pabna Ideal Nursing Institute, Pabna Nongovernment 96 Smart Nursing Institute, Pabna Nongovernment 97 Adarsha Nursing Institute, Shirajganj Nongovernment 98 Shahera Amir Nursing Institute, Shirajganj Nongovernment 99 MediHelp Nursing Institute, Rangpur Nongovernment 100 Monwara Anowara Nursing Institute, Thakurgoan Nongovernment 101 Jahir Meherun Nursing Institute, Patuakhali Nongovernment 102 The North Bengal Nursing Institute, Thakurgong Nongovernment 103 Amarica Bangladesh Friendship Nursing Institute, Joypurhat Nongovernment 104 Naogaon Prime Nursing Institute, Naogaon Nongovernment 105 Barind Institute of Nursing Science, Rajshahi Nongovernment 106 Anwara-Nur Nursing Institute, Khulshi, Chattogram Nongovernment 107 Sylhet Women’s Nursing Institute, Sylhet Nongovernment 108 Tangail Diabetic Association Nursing Institute, Tangail Nongovernment 109 Zam Zam Nursing Institute, Barishal Nongovernment 110 Saseg–Gurukul Nursing Institute, Kushtia Nongovernment 111 Jashim Uddin Nursing Institute, Jamalpur Nongovernment 112 Supreme Nursing Institute, Tangail Nongovernment 113 M. Rahman Nursing Institute, Rajshahi Nongovernment 114 RIMT Nursing Institute, Mymensingh Nongovernment 115 Dr. Halima Khatun Nursing Institute, Mymensingh Nongovernment 116 Mirpur Institute of Nursing Science & Midwifery, Mirpur-1, Dhaka Nongovernment 117 Turag Adhunik Nursing College, Uttara, Dhaka Nongovernment 118 DCMT Nursing Institute Nongovernment 119 Provati Nursing Institute, Laximipur, Rajshahi Nongovernment 120 Global Nursing Institute, Boalia, Rajshahi Nongovernment 121 Mamota Nursing Institute, Rajshahi Nongovernment 122 Bijoy Nursing Institute, Chapai Nawabganj Nongovernment 123 Asian Nursing Institute, Sheikhpapra, Khulna Nongovernment 124 Shandhani Nursing Institute, Gangni, Meherpur Nongovernment 125 Crescent Nursing Institute, Kushtia Nongovernment 126 Karatoa Nursing Institute, Kalitola, Bogura Nongovernment 127 Mitu Nursing Institute, Shalgaria, Pabna Nongovernment 128 Bangladesh Adventist Nursing Institute, Kaliakoir, Gazipur Nongovernment 129 Brahmanbaria United Nursing College, Brahmanbaria Nongovernment 130 CARE Nursing Institute Nongovernment 131 Diabetic Association Nursing Institute, Nongovernment 132 Dr. Liza Nursing Institute, Kushtia Nongovernment 133 Gaibandha Community Nursing Institute, Gaibandha Nongovernment 134 Golden Life Nursing Institute, Thakurgoan Nongovernment 135 Jashore Institute of Nursing Science and Midwifery, Jashore Nongovernment

155 Mapping of Health Professional Education Institutions in Bangladesh

Serial No. 136 Nongovernment 137 SAIC Nursing College, Dhaka Nongovernment 138 Nongovernment 139 Nongovernment 140 Nongovernment 141 Nongovernment 142 Nongovernment 143 Nongovernment 144 Nongovernment 145 Nongovernment 146 FIVDB-Center, Sylhet Nongovernment 147 Nongovernment 148 BRAC University Dhaka Centre, Mirpur Nongovernment 149 GBC-CHP Centre, Mymensingh Nongovernment 150 PHD Centre, Khulna Nongovernment 151 Nongovernment 152 Nongovernment 153 Nongovernment 154 Nongovernment 155 Nongovernment 156 Nongovernment 157 Begum Osman Ara C/N, , Nongovernment

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Published by Medical Education & Health Manpower Development (ME&HMD) Directorate General of Health Services (DGHS) Ministry of Health and Family Welfare (MOHFW) and World Health Organization (WHO) Bangladesh