M. M. Shahidul Hassan :
In recent years, the Government of Bangladesh has taken commendable initiatives to reform the education system.
Noteworthy developments include the establishment of the Bangladesh National Qualifications Framework (BNQF) and the Bangladesh Accreditation Council (BAC).
The University Grants Commission (UGC) has also urged universities to embrace Outcome Based Education (OBE).
However, it is worth noting that there are some contentious issues and disagreements among educators.
For instance, the UGC has mandated that all private universities introduce a semester (bi-semester) system both for undergraduate and graduate programs.
In contrast, universities in the United States operate under various academic calendars.
Even prestigious institutions like Stanford University follow a quarter calendar (10-weeks in a quarter).
The semester calendar was initially introduced in US universities, but over time, they have made some adjustments, such as incorporating two short summer semesters between regular ones.
Some universities have even adopted a trimester calendar.
The choice of which calendar to follow lies with each individual university.
The BNQF has set a minimum requirement of 140 credit hours for a program.
For the semester system, it should be 5 (no. of courses) x 3(credit hours of a course) x 8 (no. of semesters) =120 credit hours. Allowing students to take an excessive number of courses in a semester can lead to rote memorization.
It is my hope that the UGC and BNQF will carefully review these matters and make any necessary adjustments.
Presently, we are witnessing some transformations in the educational landscape of Bangladesh. Universities have embraced the globally recognized concept of Outcome Based Education (OBE).
The BAC recognizes OBE as a crucial criterion for accreditation.
I view the government’s encouragement of universities to adopt OBE as a noteworthy achievement in the realm of higher education.
I also hold the belief that the government will gradually extend the implementation of OBE to the school level in the near future.
It is worth noting that in Western countries, OBE has been incorporated into school systems for several decades.
The growing popularity of OBE and its substitution for Traditional Education (TE) in universities can be better understood when we examine the societal context during the Third Industrial Revolution (3IR).
It is essential to recognize that the role of universities evolves with each industrial revolution.
One of the most notable developments during the 3IR was the emergence of the internet and digital technologies, which led to the creation of new business models and industries.
The shift from mainframe computers to personal computers, coupled with the widespread use of the World Wide Web, connected people globally to vast information repositories.
This era also witnessed the automation of various industries, with machines progressively assuming tasks previously performed by humans.
While old jobs disappeared, new ones emerged.
However, new jobs are predictable.
On the other hand, the Fourth Industrial Revolution (4IR) presents a unique challenge because the nature of future jobs remains uncertain.
As we transitioned from the Second Industrial Revolution (2IR) to the 3IR (spanning from 1850 to the early 21st century), the 3IR was characterized by the widespread adoption of digital technologies, computers, and the internet.
This transformation fundamentally altered the traditional manufacturing industry, demanding a different set of skills compared to the 2IR.
Instead of single-purpose operation machines used in the Fordist system of the 2IR, the 3IR introduced multi-purpose machines equipped with computer and automation technologies.
Jerome H. Lemelson, an American industrial engineer and inventor, played a pivotal role in developing the concept of the Flexible Manufacturing System, which was more flexible but also required a highly skilled workforce and higher costs to implement.
This shift towards greater flexibility in production altered the job landscape, emphasizing the need for cognitive, creative, and technical skills.
During the 3IR, access to higher education expanded significantly, with computer science, information technology, industrial production engineering, and data science emerging as essential fields of study.
Additionally, innovative middle and small-sized enterprises gained prominence, and developed countries emphasised the growth of the service industry to boost domestic demand and economic development.
Consequently, the 3IR marked a period of substantial changes in education and workforce requirements, making OBE and its focus on skills development highly relevant.
We find ourselves in a completely new type of world that was once beyond our imagination.
The Fourth Industrial Revolution (4IR) has brought forth Generative Artificial Intelligence, which enables robots to emulate human-like thinking.
This revolution is reshaping the job landscape, affecting both routine and non-routine occupations, and raising concerns about the availability of job opportunities in the near future. Optimists believe that individuals equipped with high-quality skills will thrive in this evolving landscape.
To ensure the continued success of their graduates, universities must adapt to a world where cyber-physical systems are pervasive across all industries.
This necessitates a comprehensive integration of technology into the curriculum, a fundamental rethinking of the learning process, and the strategic utilization of technology to enhance the university experience.
Because of technology’s ability to challenge established information, find new discoveries, and automate tasks in our lives, knowledge and skills are in a constant state of evolution. Accepting this evolution, the university feels the urge to revamp the education system.
According to the World Economic Forum, the curriculum under 4IR must cultivate these skills: Global citizenship skills, Innovation and creativity skills, Technology skills, and Interpersonal skills.
Teaching practices must adapt to foster various types of learning experiences, which include: Personalized and self-paced learning, Accessible and inclusive learning, Problem-based and collaborative learning, and Lifelong and student-driven learning.
In light of the diverse education system models, skill sets, and teaching methods available, it is imperative that we carefully select the most appropriate methods and curricula.
We need to select appropriate methods and curricula so that our graduates will be employable in changing job markets.
The challenges posed by the 4IR span the realms of the economy, technology, and education.
Therefore, it is crucial for stakeholders such as the University Grants Commission (UGC), educators, private university board members, vice-chancellors, economists, policymakers, industrialists, and others to collaborate closely.
Together, they can explore educational approaches suitable for the 4IR era, ultimately benefiting our society in an uncertain and unpredictable future.
The author is former Professor, Department of EEE, BUET
Email: [email protected]
