The demand for an independent university for the seven government colleges affiliated with Dhaka University underscores the complexities of institutional pride and systemic inefficiency. Some of the six-point demands—administrative autonomy of the colleges, a probe into police misconduct and punishment for police excesses in the early hours today—stem from genuine grievances. But, the primary focus of establishing a new university reflects a broader societal issue—the belief that mere institutional rebranding and a more grandiose nomenclature, however cosmetic, guarantee excellence.

Many renowned institutions like Oxford or Cambridge still retain their collective of colleges, which are essentially semi-autonomous institutions complete with their academic system and residential halls. In fact, many a Cambridge student will proudly reminisce that they went to Trinity College, where Amartya Sen (as did Manmohan Singh and Rehman Sobhan) had also been. Dartmouth or Oberlin in the United States, or for that matter Presidency College and St. Stephen's College in India are perhaps as renowned as any other university not because of their 'name' but more for their academic rigour, robust research and contribution to the human pool of knowledge.

Read more

DU, 7 colleges part ways at last

In Bangladesh, however, the discourse often centres on status rather than substance. For instance, Titumir College students have previously called for university status, believing it would elevate their academic and social standing. Such aspirations often overlook essential improvements like curriculum modernisation, faculty development and resource enhancement.

This misplaced focus stems from a societal obsession with superficial prestige, where success is measured by perception. The sense of pride and prestige that stems from the traditionally reputed institutions tend to overlook the fact that it was not merely for the status of an institution. This mindset not only sidelines students from less celebrated institutions but also perpetuates a blunt understanding of education—a means to acquire certificates rather than knowledge.

The recent actions of Dhaka University authorities and students further expose this problematic dynamic. DU pro-VC's rude behaviour with protesting students yesterday, coupled with the subsequent street clashes between Dhaka University and affiliated college students, illustrates an attempt to undermine the protesters through institutional supremacy. Such actions reflect not only a lack of empathy but also a deeply ingrained and misplaced superiority complex.

Read more

Students of DU, 7 colleges clash late into night

While the demand for administrative severance and a new university seeks to address perceived inequalities, it fails to address systemic issues like overcrowded classrooms, outdated syllabi, and inadequate resources. Transforming colleges into universities without addressing these challenges risks replicating inefficiencies on a larger scale. True reform requires shifting the focus from institutional pride to fostering academic excellence, equity, and inclusivity. Only then can Bangladesh build an education system that values learning and merit over labels and status.