Helal Uddin :
After the July uprising in 2024, several reform commissions were constituted with the aim of reconstructing the nation. However, it is deeply concerning that no initiative has yet been taken to reform the education system, arguably the most crucial foundation for national development. The government must turn its attention to this sector without delay. The current state of higher education in Bangladesh is such that one may echo the old saying: “Every part is in pain; where should the medicine be applied first?” While reform is required in nearly every area of the education sector, one particularly overlooked yet indispensable component deserves urgent focus, the non-teaching staff of universities.
Although often hidden behind the scenes, non-teaching staff (NTS) play a pivotal role in the effective functioning of higher education institutions. They provide the essential administrative and technical support that allows teaching staff to focus on their core academic responsibilities, such as lecturing, research, and mentoring students. From managing student records, coordinating seminars, and maintaining communication across departments to handling finance, logistics, and governance, non-teaching personnel are the backbone of the university’s day-to-day operations. The efficiency of their work directly influences institutional performance and student satisfaction, shaping the overall experience of higher education in the country.
Yet, despite their significant role, the professional development of non-teaching staff in Bangladesh remains largely neglected. Unlike faculty members, who often have clear pathways for advancement and ample opportunities for higher education and training, NTS rarely enjoy such support. The demands on them are no less complex; they must possess a wide range of skills, including leadership, communication, conflict management, time management, and proficiency in administrative software. The job expectations for staff working in central administration, in particular, are extensive. These individuals are expected to understand institutional protocols, draft official minutes, serve on committees, and manage complex systems with minimal error-tasks that require structured and ongoing capacity development.
Globally, the importance of capacity development for non-academic staff in universities is well recognised. The United Nations’ 2030 Agenda for Sustainable Development identifies capacity development as a cornerstone of sustainable progress. Institutions that invest in developing the competencies of all their employees, including non-teaching staff, are more likely to perform better in competitive educational landscapes. Studies show that when NTS are given opportunities for training and professional growth, they become more motivated, productive, and committed to institutional goals.
In Bangladesh, however, the reality is sobering. My recent research study on selected public universities revealed that while there are occasional day-long training sessions and workshops, these initiatives are often superficial. The primary objective of these training programs appears to be securing high scores in the Annual Performance Appraisal (APA) of UGC rather than genuinely enhancing the skills and competencies of employees. Participants reported that these trainings did little to enhance their capabilities in meaningful ways. Without genuine commitment to their development, non-teaching staff remain underprepared and undervalued, which ultimately hampers institutional efficiency.
Even more troubling is the pervasive corruption in recruitment processes, particularly for non-teaching roles. According to an investigative report published by Desh Rupantar on August 20, 2023, recruitment in public universities often involves high levels of bribery, nepotism, and political influence. While teaching positions may still be filled based on merit to some extent, administrative jobs, especially in the second, third, and fourth classes, are frequently secured through monetary transactions. For instance, the going rate for a section officer post, which carries a salary of Tk. 22,000, can be as high as Tk. 22 lakh. Such practices not only compromise the quality of staff but also demoralise deserving candidates and undermine institutional credibility. Moreover, the political alignment and affiliation of non-teaching staff frequently influence their postings and promotions, thereby adversely affecting their access to capacity-building opportunities.
The aforementioned research also highlighted that in many institutions, there is no clear organisational policy for the capacity development of NTS. In contrast to faculty development initiatives, non-teaching staff rarely benefit from systematic training needs assessments, long-term planning, or access to external learning opportunities. While some staff members, particularly new recruits, show strong personal motivation for professional development, their enthusiasm tends to diminish over time due to the lack of institutional support and clear links between training and career progression. This disconnect not only stifles individual growth but also leads to a gradual decline in organisational performance.
Still, when capacity development does occur in a meaningful way, its positive impact on universities is undeniable. Research indicates that effective training programs can significantly improve communication, teamwork, service delivery, and leadership capabilities among non-teaching staff. For instance, targeted training on administrative procedures, digital systems, and time management has been shown to reduce processing delays, minimise errors, and enhance collaboration across departments. These improvements are crucial for maintaining a responsive and student-friendly academic environment.
However, several major constraints continue to block the path to progress. Foremost among them is the lack of recognition and reward for professional growth. In the absence of tangible incentives such as promotion or salary benefits linked to capacity development, employees lose motivation to participate in training or pursue higher education. This lack of recognition also affects their mental well-being and job satisfaction. Furthermore, the absence of structured career progression frameworks, insufficient financial support for further education, and inadequate mentorship programs all contribute to a stagnant work culture.
Addressing these issues requires a multi-faceted approach. Universities must establish transparent policies that connect skill development with promotions and other career benefits. They should also design tailored training programs based on the specific responsibilities of non-teaching staff. The University Grants Commission (UGC) could consider launching a centralised training platform to provide consistent and high-quality development opportunities across institutions. In addition, setting up mentoring systems, offering scholarships for further education, and introducing annual awards for outstanding non-teaching staff could go a long way in boosting morale and performance.
The overall development of higher education in Bangladesh is impossible without the inclusion and advancement of its non-teaching workforce. These individuals are not merely support staff; they are integral contributors to the academic mission and administrative stability of universities. For meaningful reform in the education sector, the government and university authorities must take deliberate and inclusive steps to invest in their development. Ignoring them any longer would not only be unjust, but it would also be a disservice to the future of higher education in the country.
Helal Uddin is a writer and researcher at Bangladesh University of Professionals (BUP), Mirpur Cantonment, Dhaka-1216.
