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REPORT ON

EXTERNAL PEER REVIEW AND VALIDATION OF PROGRAM

SELF-ASSESSMENT

DEPARTMENT OF SOCIOLOGY

UNIVERSITY OF DHAKA, BANGLADESH

SUBMITTED TO

INSTITUTIONAL QUALITY ASSURANCE CELL (IQAC) UNIVERSITY OF DHAKA, BANGLADESH

OCTOBER 2016

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PREFACE

Quality education is very important and needs to be maintained and enhanced. The Government of Bangladesh under the leadership of the Hon’ble Prime Minister Sheikh Hasina is committed to

change the landscape of higher education through enhancement of quality of higher education and

research in the country. To achieve the target of quality education, the Government and the World

Bank have generously funded the project which is known as Higher Education Quality

Enhancement Project (HEQEP). This project has been implemented by the University Grants

Commission (UGC) with appropriate assistance from the World Bank. The Self-Assessment

Manual was prepared by UGC to serve as guidelines for the universities to implement the self-

assessment and quality assurance at program level, with continuous communication with the

Institutional Quality Assurance Cell (IQAC) of the respective university.

The main mission of all higher education institutions is to produce well trained graduates equipped

with essential knowledge of the educational program and ability to effectively apply the acquired

knowledge in real world applications. Students are expected to demonstrate positive attitudes and

values, together with necessary twenty first century skills to meet the changing requirements for

employment. This will ultimately assist in implementing the development plans of Bangladesh.

Assurance of quality in higher education is a process of establishing stakeholders’ confidence that

fulfills expectations or measures up to threshold minimum requirements. Quality assurance is an all-

embracing term covering all the policies, processes and actions through which quality of higher

education is maintained, developed and enhanced. Quality assurance cannot happen automatically

or accidentally, it has to be planned. Quality assurance is not any single thing but an aura, an

atmosphere, an overpowering feeling that ‘the Institution is doing everything with excellence.’

However, quality assurance is the sole responsibility of the institution.

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ACKNOWLEDGEMENT We, the External Peer Review Team (EPRT) members, would like to thank the Institutional Quality

Assurance Cell (IQAC) of Dhaka University (DU), Bangladesh for giving us the opportunity to

evaluate the Self-Assessment Report (SAR) of the Department of Sociology of DU. We commend

the World Bank for initiating the Higher Education Quality Enhancement Project (HEQEP) in

Bangladesh. Likewise, we would like to thank the Government of Bangladesh and the University

Grants Commission for extending their cooperation for Self-Assessment and Quality Assurance of

the institutions of higher learnings in Bangladesh.

Appreciation is also extended to the honorable Vice Chancellor of DU, for spending his valuable

time with us. Our heartfelt appreciation is accorded to all the faculty members of the Department of

Sociology, especially the Chair and Members of the Self-Assessment Committee (SAC). Their

continuous support and great logistical arrangements prepared for us were simply amazing. They

were generous and readily available, fulfilling every request that we made.

Special gratitude goes to the Director and the Additional Directors of IQAC, DU for their work

plan, coordination and constant support from the time of our EPRT arrival till departure. We are

also very thankful to everyone who helped us during the three days, including the stakeholders.

Indeed, we have fulfilled the mission and would like to submit the external peer review report of the

program level self-assessment of the Department of Sociology of DU. The external peer review

team affirms that the content of the report is the result of the analysis of the SAR prepared by the

SAC, the presentation by SAC, information received from meetings with stakeholders and their

recommendations, site visit of physical facilities, and thoughtful feedbacks from the University

administrators.

Professor Golam M. Mathbor, Ph.D.

Professor M. Ashraful Alam, Ph.D. Professor Kazi Tobarak Hossain

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CHAPTER ONE

INTRODUCTION

1.1 Main Principles of Program Review

University is basically made of the core academic activities of teaching learning and research. The

most important aspects of quality education generally refer to the quality of teaching learning and

research which relate directly to academic activities. In this respect, all academic activities are

functionally taking place at the program level. To maintain and enhance education quality of the

program, regular program review exercise is necessary for evaluating and continuously enhancing

the quality and effectiveness of the program under review. Program review is a cyclical process

which is critical for improving its quality of teaching learning and research and it is also a

requirement for program accreditation. Program review exercise needs necessary data from

stakeholders to evaluate and reflect the quality of the program through self-assessment.

Self- assessment is a systematic process of evaluating the various aspects of institution or academic

programs whether quality standards are being met. It is an exercise conducted by the institution/

department itself to assess whether its program(s) meet their educational objectives and outcomes

with the purpose to improve quality of program(s) and enhance students’ learning. Self-assessment

is a means of explaining and confirming existing procedures. Desired outcomes of program self-

assessment are for the department to be proactive than reactive, systemize the process of

assessment, to be current with the changes in the respective fields, assist in preparing good

professionals of tomorrow, and initiate improvements to achieve academic excellence.

Program self-assessment is the systematic collection, review, and use of information about

educational programs undertaken for the purpose of improving student learning. It involves the

thorough examination of all aspects and components of the program in respect of stakeholders’

opinions. It is a process of identifying the strengths and weaknesses of the program in terms of

capacity of effective teaching learning, student performance assessment, program management,

ability to provide students support services and adequate physical facilities. Program self-

assessment helps the program offering entity to:

better understand the ongoing programs under assessment;

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revisit the program objectives and goals;

redress the intended learning outcomes of the program, if necessary;

identify the area of strengths, weaknesses, opportunities, threats and emerging changes to

make the program updated and need based;

assess the adequacy of student support services for effective teaching and learning;

assess the progress of improvement desired, and

develop strategic plan with commitment and priorities for further improvement.

Quality in higher education is the outcome of interaction of quality of faculty and students,

infrastructure facilities, research and learning environment, strategic planning, assessment

procedures and market forces. Implementing the quality concept needs prioritization of projects and

activities across the university structure. Obviously, first priority goes to academic activity, wherein

quality enhancement initiatives should focus on curriculum development, improvement in delivery

methods, faculty training and development, appropriate use of technology, effective stakeholders’

orientation of academic programs, and enhancing the quality of R & D programs of the university.

1.2 Aspects under Review There are a total of nine aspects, forty four indicators and seventy-one standards identified in the

Self-Assessment Manual by UGC. Aspects, indicators, and standards of each aspect are presented in

Table 1.

Table 1: Indicators and Standards

No. Aspects Indicators Standards

1 Governance 1. Mission and Objectives 13

2. Management

3. Accountability and Transparency

4. Academic Leadership and Autonomy

5. Stakeholders’ Feedback

2 Curriculum Content, 1. Involvement of Stakeholders 05

Design, and Review 2. Need Assessment

3. Content and Structure

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4. Defining Course Learning Outcomes

5. Skill Development mechanism or strategy

6. Evaluation and Review

3 Student Admission, 1. Entry Qualification 09

Progress and 2. Admission Procedure

Achievements 3. Progress and Achievement

4 Physical Facilities 1. Classroom 02

2. Library facilities

3. Laboratory and field laboratories

4. Medical facilities

5. Other facilities

5 Teaching, Learning, 1. Teaching – Learning 10

Assessment 2. Quality Staff

3. Appropriate Teaching-Learning Methods

4. Use of Lesson Plan

5. Technology Integration

6. Focus

7. Skill Development Mechanism

8. Assessment of Student performance

6 Students Support 1. Academic Guidance and Counseling 08

Services 2. Co-curricular and Extra-curricular activities

3. Career and Placement

4. Alumni Services

5. Community Services

7 Staff and facilities 1. Recruitment 17

2. Staff Development

3. Peer Observation

4. Career Development

5. Key Performance Indicators

8 Research and 1. Research Capacity Development 04

Extension 2. Research Funding

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3. Dissemination and Transfer System and Policy

4. Patent of Innovation

9 Process, 1. Internal Quality Assurance System 03

Management, and 2. Conduct Self-assessment following a Cycle

Continuous 3. Continuously and Systematically Review the

Improvement Effectiveness of the Procedures to Meet the Objectives

Source: Self-Assessment Manual, HEQEP, QAU, Ministry of Education, UGC, Bangladesh

1.3 The Peer Review Process The peer review process begins with the appointment of external peer review team on the

recommendation of the Institutional Quality Assurance Cell (IQAC) of Dhaka University and

approval of the Vice Chancellor of the University, and comprised the following persons:

1. Professor Dr. Golam M. Mathbor, School of Social Work, Monmouth University, West

Long Branch, New Jersey 07764-1898, USA, (Foreign QA Expert and Team Leader, EPRT)

2. Professor Dr. M. Ashraful Alam, Department of Chemistry and Additional Director,

Institutional Quality Assurance Cell, Shahjalal University of Science and Technology,

Sylhet, Bangladesh

3. Professor Kazi Tobarak Hossain (Retired), Department of Sociology, Rajshahi

University, Bangladesh, (Subject Mater Expert and Team Member, EPRT)

According to the Terms of Reference (Annexure-8), the panel was required to,

Carry out a desk study of the Self-Assessment Report prepared by the SAC of Sociology

Department, Dhaka University especially look for documentary evidences.

Visit the university and the School to critically observe the various aspects of the program in

order to validate the findings of the SAR,

Identity further areas that need to be improved and newly introduced.

Prepare and submit an external peer review report based on their findings. Accordingly, the external peer reviewers study the Self-Assessment Manual and SAR of the

program under review, having carried out a desk study of the SAR, and visited the Program entity

and University from the August 27-29, 2016 to confirm and validate information. And at the end of

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this site visit, a written exit report was submitted to the program SAC and IQAC in the evening on

August 29, 2016. The activity can be described as presented in Figure 1.1 and the descriptions of

tasks in each phase are presented in Table1.2.

Before site Study SAR, Manual, plan for site

visit visit. (Phase 1)

During site

Figure 1.1: Peer Review Process Meet stakeholders and observe visit facilities. (Phase 2)

After site

Discussion online, write a final

visit report. (Phase 3)

Table 1.2: Activities

Phases Duties and responsibilities

1. Before site 1) IQAC sends soft files of legal documents, i.e. agreements and

visit responsibilities of reviewers on the assignment, Self-Assessment Manual.

Two weeks before the visit IQAC sends SAR of the program under review,

site-visit schedule for consideration.

2) Each external reviewer studies Self-Assessment Manual prepared by UGC

to understand the prescribed guidelines of practices and expected outcomes

and follow accordingly.

3) Each external reviewer studies and analyzes the SAR and Syllabi of

program under review and identifies points that required evidences and

clarification during site visit.

2. During site Follow the schedule prepared by IQAC. Selection of team leader.

visit Brief on activities during the three days:

1) Courtesy call to VC, Dean of School, Head of Department

2) Interview five groups of stakeholders: students, non-academic staff,

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academic staff, alumni, employers, using items in survey questionnaire as

guideline as well as to verify some statement on SAR.

3) Site visit to physical facilities.

4) Observe class teaching, Laboratory class.

5) Check documents with the SAC.

6) Meeting of external reviewers at the end of day 1 and 2. Draft an exit team

report following categories in the checklist for external reviewer in the

manual.

7) Complete the draft of exit report. Check the accuracy of data on

program performance in question with the SAC team.

8) At the end of third day, present exit report of preliminary findings to

the faculty members of the Program, SAC, IQAC personnel orally for

corrections of data, if any, and further comments.

9) Final check of exit report, approved by reviewer team, signed printout

and submitted to IQAC, SAC before departure of external reviewers. 3. After site visit 1) Team leader collects notes from team members and draft the final report

following the guideline in the SA manual.

2) Share the draft of a report with team members for addition, deletion,

edition to complete the report before submission of the final report to the

head of SAC and Director, IQAC.

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CHAPTER TWO

THE SOCIOLOGY PROGRAMS UNDER REVIEW

2.1 Overview of the University The University of Dhaka was established in the then East Bengal under British colonial rule to

meet the demand raised and tremendous pressure given by the Muslim leaders (Nawab Sir

Salimullah, Nawab Syed Nawab Ali Chowdhury and Sher-e-Bangle A.K. Fazlul Haq) just after the

announcement of the new province of East Bengal and Assam created in 1905 and that ‘Settled

Fact’ unsettled in 1911. Just after this annulment, these referred three eminent political and social

personalities met Viceroy Lord Hardinge on his visit to Dhaka (then Dacca) on 31 January, 1912

and put forward strong demand for establishment of a university in East Bengal.

2.1.1 Key Points of Information:

On February 2, 1912 through a communiqué the Government of India gave its

decision and declaration to establish University of Dhaka.

University of Dhaka was established according to Nathan Committee Report—1919. The Report was examined by Calcutta University Commission led by Vice-

Chancellor of the University of Leeds, Dr. M E Saddler-1917.

Legal instrument: The Dhaka University Act of 1920, Act No. XVIII was passed the Legislative Council in 1920.

The Act was given assent by the Governor-General on 23 March, 1921.

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2.1.2 University of Dhaka at a Glance (1921)

Establishment: 01 July, 1921

Vice-Chancellor: Sir P. J. Hartog

Land Area: 600 Acres at and around Ramna, Dhaka

Number of Faculties: 03

Number of Departments: 12

Names of First 03 Faculties: Arts, Science and Law

Economics and Politics, Sanskrit and Bengali, English,

Names of First 12 Departments: Education, History,

Arabic and Islamic Studies, Persian and Urdu,

Philosophy, Physics,

Chemistry, Mathematics and Law

Number of Teachers: 60

First 03 Dormitories for

Students: Salimullah Muslim Hall, Dhaka Hall, Jagannath Hall

Number of Students: 877

First Convocation: February 22, 1923

Lord Lytton, Governor of Bengal and Chancellor of the

First Convocation Speaker: University of

Dhaka

2.1.3 University of Dhaka at a Glance (2016)

Year of Establishment: 1921

Land Area at Present: 275.03 Acres

Current Legal Instrument: University of Dhaka Act, 1973

Number of Faculties: 13

Number of Departments: 77

Number of Institutes: 11

Number of Research Bureaus and Centers: 51

Number of Residential Halls: 20

Number of Hostels: 03

Number of Students: 37,064

Number of Ph.D. Researchers: 1089

Number of M. Phil. Researchers: 1620

Number of Teachers: 1875

Number of Officers: 973

Number of Class III Employees: 1095

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Number of Class IV Employees:

2435

Number of Ph.D. received: 1262

Number of M. Phil. received: 1217

Number of Constituent Colleges and Institutes: 91

Number of Students in Constituent Colleges: 35,840

Number of Teachers in Constituent Colleges: 7,103

2.1.3 University of Dhaka: Glorious History

The prestigious Dhaka University contributed educating the society and disseminating knowledge

with the highest rate, quality and standard and help developing a new smart knowledge-based

educated class in the then East Bengal under British rule, in the then East Pakistan under erstwhile

Pakistani rule and in Bangladesh since its inception through war of liberation in 1971. Teachers and

students have participated and led, influenced and contributed to most of the social, political,

cultural and educational movements including 1952 Language Movement, 1964 Student Movement,

building up of Two Economy thesis in 1950s and 1960s, 1960 to 1971 Autonomy Movement, 1969

Mass Upsurge, 1971 Liberation Movement and War against Pakistan occupation Army, and 1990

Anti-autocracy Movement etc. During 1971 Liberation War and Independence, the family of the

University of Dhaka not only started and accelerated the movement, but also made supreme

sacrifice with lives. Fourteen faculty members, one officer, 26 employees and hundreds of students

sacrificed their lives in the war of independence. It may be mentioned here that Dhaka University

students started sacrificing their lives since the language Movement of 1952.

2.2 Mission and objectives of the university (The EPRT did not receive the mission of the university since the public universities in Bangladesh follows 1973 ordinance as their mission of the institutions) Keep pace with the progress in various areas of higher education in the world and to achieve

equality and national higher education, research, and academic learning opportunities and

expansion.

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2.3 Overview of the program offering entity (PoE) History of Sociology Department The Department of Sociology was established at the University of Dhaka as early as 1957

(academic session 1957-58), and thus is the oldest Sociological center in Bangladesh. It established

an unmistakable academic profile under the leadership of Pierre Bessaignet, a UNESCO advisor

and famous Social Anthropologist, who first chaired the department of Sociology at the University

of Dhaka. The department began its journey at the University of Dhaka under a UNESCO program

with four faculty members.

Professor Nazmul Karim-one of the founders of Bangladesh Sociology discipline was the first

Bengali head of this department who took charge in 1958. In establishing the full, organized

sociology department in the university of Dhaka foreign experts from France, Germany, The

Netherlands, and USA rendered valuable assistance in the department's early years.

While the Department of sociology began under the Faculty of Arts in its early days, it was

included in the Faculty of Social Sciences in 1973. Currently, the department has a highly qualified

team of faculty members trained mostly in North America, Australia, and Europe, with extensive

academic and field experiences. The foundation of the Department of Sociology at this university

paved the way for teaching and research in sociology in Bangladesh. The department offers a

variety of courses from BSS (Hons.) to Ph.D. in the discipline of sociology on four academic

levels: Bachelor's degree, Master's degree, M.Phil, and Ph.D.

The department is the nation's largest sociology department, with 34 faculty members and about

1130 students in its graduate and undergraduate programs. The Department strives to give students

a diverse exposure to and understanding of sociology, offering 50 courses, ranging from Medical

Sociology to the Development of Theoretical Perspectives in Sociology. Over the years, the

department has put strong emphasis both to the methodological and theoretical preparation of its

students.

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The department is determined to create and maintain its reputation by establishing excellent academic

environment that provide for ample opportunity to think critically and apply sociology to students'

personal experiences. The Department has a library that caters to the need of the students. It has a museum where important archeological materials have been preserved for the benefit of teachers and students.

Administrative and academic structure of the department

1. Administration of the Examination

1.1 The Chairperson of the Department shall provide the Dean of the Faculty and the students

with a semester calendar before the beginning of a semester indicating,

the duration of 15 weeks for class teaching (2 lectures of 1.5hours per week)

dates of mid-semester examination(s)

date of submission of assignment/term paper

duration of the reading week

dates for the semester final examination, and

date for the commencement of the next semester.

1.2 At the beginning of the semester, a course teacher shall provide the students with a course

outline indicating the objectives, contents and activities (teaching approaches such as

labs, case studies, field work, lecture, presentation, etc.) related to the course, text books

to be followed, the dates for mid-semester and submission of term papers/home

assignments.

1.3 The course teacher shall announce the result of the mid-semester examination and term

papers/home assignments within two weeks of the date of holding of the examination,

and submit the marks to the Chairperson of the Examination Committee, immediately

after the announcement of the result.

1.4 The dates for the semester final examinations of all departments shall be coordinated by

the Dean of the Faculty in consultation with the Chairpersons.

1.5 All semester final examinations shall be conducted by the departments, with the

assistance of the office of the Controller of the Examinations, except for

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the semester final examination of the eighth semester of the BSS (Hons.) degree

program,

the semester final examination of the second semester of the one-year MSS degree

program,

the semester final examination of the fourth semester of the two-year MSS degree program.

1.6 All students of the semester concerned shall have to fill in the semester final examination

entry form, supplied by the departments, on payment of dues determined by the Faculty,

for appearing at the semester final examination, except for

the semester final examination of the eighth semester of the BSS (Hons.) degree program,

the semester final examination of the second semester of the one-year MSS degree

program,

the semester final examination of the fourth semester of the two-year MSS degree program.

1.7 Academic Committee of the Department shall constitute an Examination Committee for

each semester of the Program. The Examination Committee shall be composed of 4

members, one of which shall be an external, appointed from outside the Department. In

case of any vacancy or inability on the part of a member/examiner, the examination work

shall not be invalidated.

1.8 The Examination Committee shall

appoint two question-setters and examiners for each course, including the course

teacher, from within the university (from within the department, if for certain courses,

experts are not available outside the department),

moderate and print questions, hold semester final examinations, and viva voce (if any),

appoint two teachers for tabulation of the results,

appoint third examiner for a course from the panel of examiners provided that they are not the tabulators or the members of the Examination Committee, and

announce the semester final results and recommend students' promotion to the next semester class.

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since 2011, as single examinership has been approved by the Academic Council, the

Examination Committee will not appoint two question-setters and examiners for each

course.

1.9 Tabulation work shall be started after all the marks of the semester final examination are

received by the Chairperson of Examination Committee.

1.10 The Chairperson of the Examination Committee shall submit the followings to the

Chairperson of the Department

the semester final examination result and the relevant working papers,

a list of students recommended for promotion to the next semester class, and

copies of the grade-sheet and the mid-semester marks of all courses of the semester.

1.11 The Chairperson of the Examination Committee shall also submit the following to the

Controller of Examinations a copy of the tabulated result of each semester immediately

after the announcement of the semester final results.

1.12 The Chairperson of the Department shall hold the evaluated scripts in her/his custody for

at least twelve months after the announcement of final results and after that the scripts

will be disposed of according to the university practice

2.4. Programs offered by Sociology Department The report described different educational programs offered by the department such as BSS, MSS, M.Phil., and Ph.D.

Bachelor of Social Sciences (Hons.) in Sociology According to the university rules, students shall be admitted in the BSS (Hons.) degree Program in

different departments under the Faculty of Social Sciences. The BSS (Hons.) Program shall be of

four years duration and divided into, 8 (eight) semesters. Each semester shall be of 19 weeks, of

which, 15 weeks will be for class teaching

1 week break for preparation, and

3 weeks for holding the semester final examinations.

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The program shall include teaching of 32 course units for a total of 3200 marks, which will be

translated into 128 credit hours. The total credit hours shall be evaluated on the basis of 3200 total

marks, of which 3000 marks shall be for 30 taught course units, 100 marks for field research/project

work/internship, and 100 marks for written and oral comprehensive examination. Department may

be allowed a choice in respect of distributing marks between written and oral comprehensive

examination. Each full unit course shall be of 100 marks and half unit course shall be of 50 marks.

Since the credit hours are counted on the basis of lecture class/contact hours per week, number of

lecture classes/contact hours shall be determined according to the credits assigned to each course

unit. For a 4 credit course unit, there shall be two lecture classes of 90 minutes each, and one 60

minutes discussion class/tutorial class/lab work/group presentation/ class test every week. For a 2

credit course unit, there shall be one lecture class of 60 minutes each and one 60 minutes discussion

class/tutorial class/lab work/group presentation/class test every week.

In the course structure for the BSS (Hons.) degree program, in each semester, there shall be

a total of 3200 marks for 32 full unit courses, of which 3000 marks shall be for 30 full unit

taught courses, 100 marks for field research/project work/internship, and 100 marks for

written and oral comprehensive examination.

courses with 100 marks each, resulting in 16 (sixteen) earned credits per semester, i.e., there

shall be 4 courses with 4 credits assigned to each course. There could also be courses with 2

credit hours for 50 marks, but altogether there must be 16 earned credits per semester. The

credit hours to be assigned to the courses shall be the choice of the individual department,

depending on the course objectives, content and activities related to a course.

taught courses for 200 marks (4 credit hours assigned to each course), 100 marks for field

research/project work/internship (4 credit hours) and 100 marks for written and oral

comprehensive examination with 4 credit hours assigned against it, in the 8th (eighth)

semester. However, any particular department may opt for an additional full unit taught

course in lieu of the field research/project work/internship.

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Master’s Program in Sociology The Master’s program in Sociology is a One Year Degree Program, which began in 1960. Only the successful students of the 4-year BSS (Hons.) program shall be eligible to get admitted

into the MSS Degree Program. The program is of one year and comprises of 32 credits divided

into 2 semesters, 1st

Semester and 2nd

Semester. Each semester shall be of 19 weeks, of which

• 15 weeks will be for class teaching

• 1 week break for reading, and

• 3 weeks for holding the semester final examinations. The program shall include teaching of 10 course units for a total of 1,000 marks, which shall be

translated into 40 credit hours. The total credit hours shall be evaluated on the basis of 1,000 total

marks, of which 900 marks shall be for 9 full unit taught courses (optional thesis can be taken in

lieu of two taught courses), and 100 marks for written and oral comprehensive examination. Each

full unit course shall be of 100 marks. The program shall offer two alternatives--Master’s degree by

thesis or by course work. Master’s degree by thesis includes teaching of 7 course units for a total of

700 marks, one thesis of 200 marks (in lieu of two course units) and 100 marks for comprehensive

examination--written (50) and oral (50). Master’s degree by course work includes teaching of 9

course units for a total of 900 marks and 100 marks for comprehensive examination--written (50)

and oral (50). Number of lecture classes/contact hours per week shall be determined on the basis of

the credit hours assigned to each course.

• For a 4 credit course unit, there shall be two lecture classes of 90 minutes each and one 60

minutes discussion class/tutorial class/group presentation/class test every week.

• For the 1st Semester, there shall be 5 courses with 100 marks each, resulting in 20 (twenty)

earned credits per semester, i.e., there shall be 5 courses with 4 credits assigned to each course.

• For the 2nd Semester, there shall be 4 taught courses for 400 marks (4 credit hours assigned to

each course) and 100 marks for written and oral comprehensive examination with 4 credit

hours assigned against it; or for the thesis students, 2 taught courses for 200 marks (4 credit

hours assigned to each course) and 200 marks for thesis (8 credit hours) and 100 marks for

written and oral comprehensive examination with 4 credit hours assigned against it.

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M.Phil Program in Sociology The Degree of Master of Philosophy (M.Phil) shall be awarded by the University’ in recognition of the

successful completion of the M.Phil Courses of Studies and Research as prescribed by the Academic

Council. The Courses of Studies for the M.Phil Degree shall run for two academic years. The terms and

conditions regarding admissions, examination and other matters relating to the degree shall be

prescribed by regulations enacted by the Academic Council and the Syndicate.

PhD Program in Sociology The Degree of Doctor of Philosophy (hereinafter called the PhD degree) shall be awarded by the

University in recognition of the successful completion by a candidate of a program of advanced

study and research and acceptance by the Academic Council of the thesis submitted by the

candidate after a period of at least two years of registration at the University for the PhD degree.

The Rules regarding admission to the courses of studies and research leading to the PhD. degree,

the submission of the thesis and its examination shall be prescribed by Regulations to be enacted by

the Academic Council and the Syndicate Regulations. A candidate for admission to the PhD

program of Department of an Institute must fulfill the following admission requirements: (i) The candidate must possess the M Phil degree of this University or of a recognized University.

Provided that an M.Phil student of this University who has successfully completed the first year courses

of studies and has passed the M.Phil Part-t Examination may be transferred to the PhD program on the

recommendation of his/her supervisor(s) certifying satisfactory progress of research work and the

Academic Committee of the Department. PhD sub-committee and Faculty concerned and on approval of

the Board of Advanced Studies and the Academic Council.

(ii) Teachers of this University or of the constituent colleges, or of other universities of Bangladesh and

their affiliated and constituent colleges, as well as Scholars of research organizations and academic

institutions having 2 years' teaching/research experience as approved by the university, are eligible to

apply for admission, provided they possess a First Class or a Second Class Master's degree or

equivalent degree of this university or of a recognized University and shall .have at least Second

Division/Class in all earlier examinations; provided also that candidates from the University and the

affiliated and constituent colleges must have teaching experiences at the graduate level for at least

two years and research publications; Scholars of research organizations must have demonstrated

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evidence of research ability in the form of published papers in standard academic journals

recognized by this University.

Academic and institutional structures and facilities The department of sociology moved from the Arts Building to the Faculty of Social Sciences

Building at the beginning of 2015. It was a well-known fact that the department did not have

sufficient institutional facilities at the Arts Building. However, the Faculty of Social Sciences

Building has the capacity to accommodate a single a department in a single floor. At present,

department of Sociology is housed at the 4th

floor of the building and is sufficiently spacious.

There are 4 classrooms (514, 515, 516 and 517) for the regular classes to be held and the

department does not need to rent other rooms from the university to accommodate the semester

class requirements. However, only two of the classrooms, 516 and 517, can accommodate the large

class that sociology intakes every year. There are on average 180 students in the existing semesters

at the department. Only one room, 517, is capable of seating 200 students. Rooms 514 and 515 can

only accommodate 80 students; room 516 can accommodate around 120 students. It is a visible

problem for the department to ensure the seating capacity of the students in the classroom. There is

a natural tendency for university students to not attend classes regularly and one hundred percent

attendance is rare. Even with an attendance of around 60-70 percent, the classroom feels

suffocating as there is no air conditioning facility. During summer, it is unbearable to conduct

classes under the scorching heat outside. The noise of the ceiling fan hampers the delivery of the

faculty member’s instruction and the students become impatient due to the lack of concentration.

In addition, the classrooms get inundated during rainstorms which lead to cancellation of class. A

couple of the classrooms have projection facilities and speaker facilities for a better listening

experience. However, the smaller classrooms are not equipped well enough at this point.

There is a seminar library, which is looked after and managed by a librarian, at the department

which has books and research reports that the students can access anytime. Students can get copies

of books and materials from the seminar library, if requested. However, students are not allowed to

issue books out of the library. The faculties provide the books and lecture materials in the class and

suggest additional reading which the students can find in the seminar library or in the central

library of the University of Dhaka. There is a fully equipped computer lab with 28 functional

21

computers. First year students are provided with basic computer training by the departmental lab

instructor. All the computers are connected to internet and both, faculties and students can access

online e-library materials at the lab. There are printing and scanning facilities available for the

students and faculties as well.

The office room is spacious enough to conduct daily administrative and academic activities and

equipped with required number of personnel. There are 4 administrative and 5 support staff at the

department. There is a lounge for the faculties within the floor where they can have lunch or attend

guests. There is a museum and meeting room that opened in April 2015 and was named after

Professor Nazmul Karim, who was one of the founding members of the department of Sociology. The museum showcases precious terracotta, ‘puthi’, and statues that had been collected and donated

by the previous faculties during the service at the department. The museum is used as a meeting

room for the academic committee to decide on the academic and administrative features of the

department. Previously, the seminar library was used as the meeting room, which is being

renovated to accommodate modern facilities and better library management.

The teacher to student ratio is 1:30 at the department. At present around 1100 students are studying

in different semesters and there are 26 faculty members to teach them. Three faculty members are

on study leave to pursue their PhD studies abroad. Student retention rate at the department is very

high and students dropping out rate are negligible. In each semester the pass rate of student is

around 98 per cent. The average GPA of the 190 first year first semester students (session 2014-15)

was 2.90 out of 4.00. The first year average tends to be around 3.00 as the students need some time

to get used to the university teaching and learning style. The average GPA of the same batch rose to

3.22 in the second semester. The average CGPA of the 8th

semester students (session 2011-12) is

3.31 which show that students eventually adapt to the semester system and do well in their results.

The passing rate of this batch was 96 per cent (equal both male and female students).

Currently, there are four Ph.D. students and around 25-30 M.Phil. students (on and off) at the

department. The department works toward ensuring the degrees are conferred on time. There are

no GOB or externally funded research projects or any other departmental research projects at the

department. However, it is important to introduce different research projects with sufficient

funding to accommodate teachers and students.

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List of Faculty Members in Sociology:

Sl. No Name of teacher Designation Office Phone 1. Dr. Monirul Islam Khan Professor 6575/6587 2. Dr. Md. Habibur Rahman Professor 6582

3. Dr. A. I. Mahbub Uddin Ahmed Professor 6585

4. Dr. Nehal Karim Professor and Chairman 6589

5. Mrs. Rasheda Irshad Nasir Professor 6595

6. Dr. Sadeka Halim Professor 6594

7. Dr. Zeenat Huda Wahid Professor

8. Dr. A. S. M. Amanullah Professor 6598

9. Dr. Fatema Rezina Perveen Professor 6596

10. Ms. Salma Akhter Professor 6597

11. Dr. Shah Ehsan Habib Professor 6600

12. Dr. A. K. M. Jamaluddin Professor 6611

13. Dr. Mahmuda Khatun Professor ×

14. Dr. Md. Shahadat Hossain Professor ×

15. Dr. Md. Mashiur Rahman Professor × 16. Dr. Salma Begum Associate Professor × 17. Dr. Md. Jahangir Alam Associate Professor × 18. Md. Anwar Hossain (Study Leave) Associate Professor 6603 19. Ms. Tahsina Akhter Assistant Professor × 20. Mr. Mohammad Mahbub Quaisar Assistant Professor × 21. Dr. Samina Luthfa Assistant Professor × Mr. Debasish Kumar Kundu (Study 22. Leave) Assistant Professor × 23. Mr. Lipon Kumar Mondal Assistant Professor × 24. Mr. Humayun Kabir (Study Leave) Assistant Professor × 25. Ms. Lutfun Nahar Lata Assistant Professor

26. Mr. Muntasir Masum Lecturer

27. Mr. Md. Azmeary Ferdoush Lecturer 28. Prof. S. Aminul Islam Supernumerary 6583

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CHAPTER THREE

AIMS AND LEARNING OUTCOMES OF PROGRAMS

3.1 Aims From the review of the documents and analysis of the Self-Assessment Report (SAR) provided by

the entity, the Aims and Intended Learning Outcomes of the University and Programs can be

described as follows: (Need to fill up this section after getting information on this from the Department of Sociology,

DU)

3.2 Objectives of BSS (Hons) and MSS in Political Science Programs (Need to fill this after getting information from the Department of Sociology, DU)

3.3 Intended Learning Outcomes of the program There are no well-defined learning outcomes stated in the curricula of both undergraduate and

graduate programs in Sociology. However, the followings may be considered as learning outcomes

of the programs. Upon completion of their degrees in Sociology, graduates would be able to:

Plan, design and implement individual research,

Share scientific knowledge,

Collect, analyze and present results with confidence,

Arrange, conduct and interact lively in seminar and workshop,

Apply their acquired knowledge in different domain of Sociology

Recognize and solve socio-political problems of the society,

Decide correctly by analyzing situation in their respective field,

Communicate effectively by using appropriate technology,

Establish interpersonal relationship and work in a team,

Control emotion to keep them honest, and

Ultimately serve the country.

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3.4 Graduate Profile At present, there is no generic graduate profile set by the University, of which the Department

could have used as the base to put together its learning outcomes. Nevertheless, the Department has

taken a proactive step in developing its set of learning outcomes, graduate profile and mission.

Learning outcomes and graduate profile are often used interchangeably. Indeed, they are essentially

the same, although strictly speaking, there is a slight difference between the two. Graduate profile is

what the university/department wants its graduates to have, while learning outcomes are the

outcomes that must be achieved after the student goes through courses. In essence, learning

outcomes should be developed from the graduate profile. Hence, learning outcomes should match

with the graduate profile, because learning outcomes are the means upon which the graduate profile

can be achieved.

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CHAPTER FOUR

RESULTS OF THE EXTERNAL PEER REVIEW

Chapter four presents the summary of findings as the outcomes of the external peer review in each

of the 10 aspects of self-assessment criteria and standard comprising Aims and Objectives;

Governance; Curriculum Content Design & Review; Student Admission, Progress and

Achievement; Physical Facilities; Teaching-Learning and Assessment; Student Support Services;

Staff and Facilities; Research and Extension; Process Management & Continuous Improvement.

Based on the collected information from the analysis of the SAR, and site visit by interviewing

stakeholders, observations of class teaching and physical facilities together with reviewing related

documents, the Review Team is able to give judgment on different QA aspects of the Sociology

Programs under the Faculty of Social Science at the University of Dhaka.

4.1 Governance

During the meeting with the Honorable Vice Chancellor, who is the Chairperson of the Academic

Council and Syndicate, it was evident that the university authority was fully aware of the urgent

need to formalize quality assurance arrangements in all faculties and that he was fully supportive of

the efforts being made in this regard. The team met with the Dean, Head of the Department,

academic and non-academic staff, Director and Additional Directors of IQAC of DU, SAC and

support staff of the Department and found them to be fully supportive of the need to develop a

"quality culture".

It was also found that the department has well-maintained documentation system in most cases

which is essential for quality assurance either for program or institution. This is really encouraging

and has to be practiced in most of the cases. At present there is no internal quality assurance

mechanism at the program level to monitor and address areas where effort could be made. The

Department has not identified key performance indicators (KPI) that could be used to measure the

quality of overall performance of the Program management.

There is a website of the university, but the information about the University as well as of Sociology

Department is limited. It can be further improved by adding useful contents to students and public

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on their existing web site. Stakeholder’s opinions about curriculum so far are not formally taken as a

source of input for the curriculum development/revision. In summary, the analysis results of this

aspect are presented below.

Strengths:

Program management is in consistent with the concerned institutional goal and objectives.

In most cases students’ assessment results are published in due time. However, there

are some exceptions to this rule.

Areas need to be developed:

In order to address divisive faculty body, solidarity among faculty members is essential for a

congenial environment that is conducive for teaching and learning.

Need to ensure publication of results as per the ordinance in time.

Staff members need to be more polite and cooperative with students.

Morale in the department needs to be strengthened among faculty members.

Faculty members need to refrain from allowing national politics to divide the faculty

members in the department.

Respect between and among faculty members need to be restored.

Faculty accomplishments need to be recognized and rewarded.

Department need to work with concerned administration in order to overcome the

current session jam.

Transparency of process in hiring and appointing faculty members needs to be observed.

Grades manipulation by some faculty members to benefit their favorite students is immoral

and need to be addressed

4.2 Curriculum Design and Review

This section summarizes the analysis of results regarding curriculum design and review below.

27

Strengths:

Course design, content, and the course alignment are in good standing. However, the

structured curriculum with mission, vision of the program, course structure, lesson plan,

ILOs, and assessment method are not included in the syllabi.

Existing curriculum/syllabus covers basic areas of Sociology.

Areas to be improved:

Curriculum needs to be reviewed periodically in order to keep it up-to-date.

In order to develop need based/job oriented curriculum various stakeholders’ feedback need

to be solicited.

Department need to put more emphasis on presentation and communication skills of the

students, a critical requirement for students ‘employability.

Structured curriculum need to be developed in line with the course objectives, lesson

plan, ILOs, and assessment method for both theory and practice.

Complete course outline need to include course structure, lesson plan, PLOs, ILOs, and

need to be incorporated in the course curriculum.

The existing curricula need to accommodate opportunities for students’ presentation and

communication skills.

To develop job oriented curriculum, EPRT advise review of curriculum on a regular

basis, and stakeholders’ feedback need to be incorporated in the curriculum.

Existing curriculum reflects inadequate field based courses. There need to have

more practical courses in order to make the curriculum robust.

Department need to design and offer cutting-edge educational programs to benefit the

students and the society.

4.3 Student Admission, Progress and Achievement

In summary, following are strengths and areas that need to be improved based on the analysis of findings and inspections of the POE are presented below.

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Strengths:

Admission process is fair, transparent and competitive. Student-teacher ratio is imbalanced.

Overall, students’ attitude toward the department’s programs is positive. However,

there are some grievances regarding student evaluation, posting of mid-term grades, and

announcement of job placement information.

Areas for further improvement:

Existing teacher student ratio is imbalanced. This critical issue needs to be resolved

immediately.

Department need to address prompt processing of midterm grades and need to work with the

potential employers for job placement.

4.4 Physical Facilities The Department has 4 classrooms but most of them are not well furnished by seating arrangement,

multimedia facility and sound system. Offices for most of the faculty members are not adequately

furnished.

Limitations:

Number of classrooms is sufficient, but they are not comfortable given the size of the large

classes.

Disturbance due to loud noise created by the ceiling fans. As a result, students can hardly

follow in-class instructions.

Areas to be improved: EPRT recommend that the above issues listed can only be resolved by replacing the ceiling fans

with air conditioning the class rooms. The department needs at least two more classrooms to

accommodate large classes.

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4.5 Teaching Learning and Assessment Strengths and limitations:

The Program has good number of qualified faculty members with higher degrees

from reputed universities at home and abroad.

Methods of teaching are designed by respective course instructor. Instructors are proficient

in English and deliver lectures in both Bangla and English. Workshops on learning

teaching pedagogy are generally not in practice.

No formal counseling services for students. Areas for further improvement:

Students’ feedback is necessary in order to enhance the quality of instructions.

Need to organize workshops on teaching pedagogy for faculty members.

Institutional monitoring and evaluation are advised to develop and ensure under

the guidance of the Dean of the Faculty and Head of the Entity.

Institutionalization of academic counseling is advised at program entity level.

Training for the teaching staff, particularly for new teachers need to be arranged.

4.6 Student Support Services Student support services are provided centrally and from the Department. Central student support

includes co-and extra-curricular activities, academic guidance and welfare, whereas the Department

provides the academic guidance as well as cultural and community services. It is evident that the

department assigns faculty members to guide the students for academic matters. Institutionalization

of academic counseling is advised at entity level. Job placement center for the student need to be

established that can organize job fair, and networking with potential employers in the field. Special

attention need to be given to relatively weak students for retention and improvement. The

department has assigned four academic staff members as student counseling advisors. Student

counseling services need to be strengthened in order to address students concerns both physical and

mental. Faculty Dean needs to be included in this process.

Areas to be improved:

Institutionalization of academic counseling is advised at entity level.

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Job placement center for the student need to be established that can organize job fair, and

networking with potential employers in the field.

Special attention need to be given to relatively week students for retention and

improvement.

There are no formal practices of taking students’ feedback to improve the quality

of teaching- learning and assessment procedures.

Feedback system from students’ needs to be initiated to improve the teaching-learning

quality.

Monitoring of the process by the Chair and the assigned teachers need to be practiced.

4.7 Staff and Facilities University centralized system is in practice for recruitment and retention of faculty members. There

is no provision for peer observation in the department. No formal training for staff development.

The recruitment and appointment of academic and non-academic staff is carried out by the

institutional administration. In terms of management, it seems that the Department does not have a

strategic plan for faculty development and recruitment, whether it is academic or non-academic

staff. There are some workshops on quality assurance and pedagogy for faculty members organized

by IQAC of Dhaka University under the support of UGC and the HEQEP. Key performance

indicators for personnel performance evaluation are not in practice. Basic facilities for teaching and

learning, classrooms, library, IT and network etc. at Sociology Department, are not sufficient and

need further improvement. The analysis results of this aspect are presented below.

4.8 Research and Extension Research is the basis of higher order teaching and learning at the tertiary education level in Universities.

The Programs have qualified faculty members who are strong in their own field of specialization and

provide sufficient time to supervise students with their research projects. Institutional research fund is

extremely limited. Faculty members try to seek research funds from outside. Dissemination of research

findings is through publication in a refereed journal, presentation at conferences and seminar. In

summary, the analysis results of this aspect are presented below.

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Strengths: A limited number of faculty members conducting both funded and un-funded research projects.

However, there is no evidence of dissemination of research findings in the department.

Areas for further improvement There is a critical need for financial support to initiate and implement research projects.

4.9 Process Management & Continuous Improvement Self-assessment activities are in effect. EPRT advises to follow the Continuous Improvement as per

the guidelines set forth by the IQAC and the University of Dhaka authority.

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CHAPTER FIVE

RECOMMENDATION AND JUDGEMENT

In this chapter the external review team provides the concluding remarks and specific

recommendations for further improvement and overcome the limitations of the program offering

entity. Sociology department at the University of Dhaka is in a good standing in terms of quality

and governance of its academic programs. The SAC has done a good job putting together the SAR

for EPRT review. The external review team provides judgments on overall performance of the

entity specifying the judgments for each aspect of self-assessment format and rating scale given.

Arising from EPRT observation described in Chapter 4, the team would like to make the following

recommendations for inclusion in their improvement plan for the future.

5.1 Recommendations Quality Assurance is defined as the means by which a study program can guarantee with confidence

that standards are being maintained. It has to be demonstrated by establishing formal systems and

proper documentation with respect to recognized aspects of a study program. The EPRT

recommend that the Sociology department at DU consider following recommendations listed below

in order improve its academic offerings:

a. Graduate Profile, Aims and Objectives: Reorganize the graduate profile, Aims

and Objectives of the Sociology programs, according to accepted norms, and publish

them to inform staff, students and all stakeholders

b. Student feedback systems: Obtaining the views of students on the teaching-learning

process and other matters affecting the learning environment and making appropriate

changes.

c. Peer Observation of teaching and learning: A documented procedure that will

monitor the standards’ teaching and improvements need to be established.

d. Academic Guidance and Student performance: Preparation of a proper student

handbook and arrangements for academic guidance is needed. Student counseling for

relatively weak students need to be established.

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5.1.1 At University-Level: Establishments

a. Governance:

The existing manual documentation system should be well established for all the governing issues and should be transformed into ICT data-base

management system.

Workload distribution for academic and non-academic staff of each full-time individual in the program should be recorded semester wise and reviewed

periodically against the defined roles and responsibilities for staff evaluation,

development and recruitment plan.

Web-page of the Department need to be more informative and requires updates on a regular basis. This is a channel of dissemination of information

/communication with students about the academic calendar, events schedule,

and changes of rules or regulations that will affect them.

b. Counseling: A counseling center with recruitment of additional trained counsellors

is needed.

c. Career guidance: Job placement center for students’ need to be established. Formal

relationships need to be established with alumni for networking purposes and

mentoring. Departmental website need to announce information about potential jobs.

d. Academic guidance and counseling: Existing services need to be strengthened.

e. Staff development: Staff development center to carry out initial and continual

training at all levels of staff to keep up with the changing landscape of educational

methodology. Need to develop performance indicators for the assessment of staff

performance.

f. Outreach, Extension and links to employers: Formal links to governmental and

non-governmental organizations need to be established.

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5.1.2 At the Program Entity-level: Teaching, Learning and Assessment

a. Curriculum: Open discussions on revisions needed in the curriculum to meet

changing needs in the teaching of Sociology. Consider the need to introduce applied

courses in order to improve employability for students and attract the best students in

the discipline. The survey of stakeholders’ opinions, alumni, employers, existing

students, needs to be done periodically to keep up with the changing demands of job

market and socio-economic development of the country. The department needs to

invite guest speakers from different governmental and non-governmental sectors with

practical experience in the fields of organizational management and leadership.

b. Extra-curricular activities: Need to organize more extra-curricular activities that

will enable students for effective networking as well as building professional

relationships.

c. Recognition and rewards: Outstanding contributions by faculty members, students,

and staff should be recognized and rewarded.

d. Conflict resolution: Department can formulate ‘Norms’ in order to address

conflicting situations between and among personnel in the department. The norms

need to be ratified by all and be communicated in advance at the beginning of the

academic year.

e. Skills development: Develop strategies and possibly courses/lessons to develop

skills that will meet employer expectations; map the acquisition of skills

f. Lesson planning: Develop learning outcomes for every course, for sections within

courses and for all lessons, plans the lessons in some detail and subject them for peer

observation. Need to convey the ILO to students beforehand.

g. Teaching strategies: Recommended to develop innovative and diverse methods of

teaching including technology integration, and facilitate more students’ participation

in the learning process. When delivering lectures, both black board and multi-media

can be used simultaneously.

h. Research collaboration: Encouragement of faculty members to participate in

seminars/conferences both at home and abroad. Need to engage faculty members in

collaborative scholarly works with renowned scholars in the field.

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i. Assessment strategies: Need to diversify assessment methods in order to give more

emphasis on assessing formative development of students and testing higher-orders

learning and skills development.

j. Exams and Results: Publishing of students’ examination results need to be published

in a timely manner.

k. Punctuality and cooperation: Teachers need to be present in their classrooms on

time. Office staff in the department needs to be more cooperative and friendlier to the

students.

l. Students Evaluation of Teaching Instructions: Perhaps, it is critical to introduce

evaluation of teachers’ instruction at the end of the completion of each course. This

will eventually benefit both teachers and students to improve their teaching and

learning environment.

m. Physical Facilities:

The department needs small seminar rooms for advanced graduate students and faculty members for meetings and seminars.

A common room for students is needed. To develop other recreational and rest-room facilities to satisfy the basic comforts

and needs of students and staff

Need to allocate more funds for faculty members to undertake research projects and to disseminate of research findings

A couple of large classrooms are required to accommodate larger classes with an enrollment close to 200 students for a class.

Improvement of existing internet network and easy access to internet is highly recommended.

5.2 Judgment of Overall Performance of the Sociology Programs on Rating Scale The external peer review team applies the rating scale to judge the overall performance of different

aspects under review based on the results of analysis of the operation of the Sociology Programs.

The judgment given is presented in Table 5.1. Based on the observations during the peer review site

visit by the Review Team following aspects were judged using the given rating scale:

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Overall Judgement

Table 5.1: Judgment of Overall Performance of the Sociology Programs on Rating Scale

Aspects Reviewed Judgment Numerical

Governance Good 3

Curriculum Design and Review Good 3

Physical Facilities Very Good 4

Student: Admission Progress and Achievements Very good 4

Teaching and Learning Good 3

Assessment of Student Performance Poor 2

Student Support Services Good 4

Staff and Facilities Good 4

Research and Extension Good 3

Process Management for Continual Improvement Good 3

Total Good 33

Rating Scale Used

Final Score Overall Judgment

0 – 15 Unsatisfactory

16-25 Poor

26-35 Good

36-45 Very Good

46-50 Excellent

0 – 15 Unsatisfactory

Considering the judgments given for the different QA aspects, the Review team is able to give an

overall judgment of Good (33) for the Department of Sociology, University of Dhaka, Bangladesh.

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References 1. Self-Assessment Report, Department of Sociology, University of Dhaka, Bangladesh 2. Official Documents of the Department of Sociology, University of Dhaka, Bangladesh. 3. EPRT meetings with stakeholders including students, alumni, employers, academic and non-

Academic staff, SAC, Head of the Department, Faculty Dean and Vice-Chancellor of Dhaka

University, Bangladesh. 4. Self-Assessment Manual. Quality Assurance Unit (QAU), Higher Education Quality

Enhancement Project (HEQEP), Ministry of Education (MOE), University Grants

Commission of Bangladesh, Bangladesh