Teacher shortage, inadequate infrastructure impede DU's transition to soft skills-based curricula

Dhaka University (DU) has introduced competency-focused curricula in 44 departments to equip students with practical and problem-solving skills. However, concerns remain over its effective implementation due to teacher shortages, inadequate infrastructure, limited faculty training and large class sizes.

Faculty members and education experts say the intended benefits of the curriculum may be difficult to realise without greater investment in human resources, classroom facilities, academic planning and monitoring. University authorities, however, maintain that the transition will deliver results over time.

The approach, known as Outcome-Based Education (OBE), focuses on clearly defined learning outcomes – the knowledge, skills and competencies students are expected to acquire by the end of a course – with assessment designed around those outcomes rather than course content alone.

Beyond subject-specific knowledge, the model seeks to develop practical skills, communication abilities, problem-solving capacity and other transferable competencies that are increasingly valued in the job market.

While the University Grants Commission (UGC) recommended the introduction of OBE curricula in 2020 to improve the quality of higher education in both public and private universities, DU started rolling out the curriculum in phases from 2022-23.

OBE introduced in 44 departments, 20 more in the pipeline

According to data from the DU Registrar's Office obtained in May, OBE has been partially implemented in 44 departments, while another 20 are in the process of adopting the model. The remaining departments have yet to decide whether to introduce it.

The university has 84 departments and 13 institutes under 13 faculties. Most departments under the Faculties of Arts and Fine Arts have adopted OBE. In contrast, no department under the Faculties of Science and Law has implemented the curriculum so far. Only two departments under the Faculty of Business Studies have introduced OBE, while adoption remains at various stages across other faculties.

Experience of OBE roll-out

Professor Dr Shefali Begum, chairperson of the Department of Zoology, told TBS that the department introduced the OBE curriculum from the 2025–26 academic session. She described the curriculum as "updated and timely" and said that their experience with it had been "quite positive".

Professor Dr Naeem Sultana, chairperson of the Department of Development Studies, shared a similar assessment.

However, Associate Professor Sharmin Ahmed, chairperson of the Department of Communication Disorders, pointed out some infrastructural hurdles. "Three batches of our students are currently studying under the OBE curriculum. The new framework requires us to increase the number of practical classes and courses, but we do not have the necessary laboratory facilities," she explained.

Besides, the curriculum has also increased the number of presentations and assignments, placing a significant additional burden on students, she added.

Professor Tariq Monzur of the Department of Bangla questioned both the objectives and the methodology of the OBE curriculum. In his view, the way it has been implemented is akin to "putting the cart before the horse".

He argued that simply repackaging the old syllabus within a new framework would not achieve the intended goals. Instead, each department should first develop its own curriculum objectives and learning outcomes, and then redesign the syllabus accordingly.

Professor Mohammad Moinul Islam, acting dean of the Faculty of Social Sciences, said that simply designing an OBE curriculum is not enough.

"If we develop an OBE curriculum but do not practise it, do not teach it in classrooms, and do not reflect it in examinations, then we will gain no benefits from it. Effective monitoring and supervision, along with funding and training, are essential. We must also ensure that industry-academia collaboration is taking place in the relevant disciplines," he said.

Professor M Rezaul Islam, director of DU's Institutional Quality Assurance Cell (IQAC), which is responsible for training faculty members on OBE, highlights the class size issue.

"OBE requires smaller class sizes. Given our infrastructure limitations, full implementation is not feasible. We have informed the UGC about these issues many times, but they are yet to take any steps," he said.

Professor Dr Md Mofazzal Hossain, acting dean of the Faculty of Science, has reservations about allocating substantial credits to General Education Development (GED) courses. The requirement for GED courses to account for 25% of the curriculum remains a major concern, as it could compromise the depth of learning in core subject areas, he said.

Uniform framework won't work

Professor Mohammad Mojibur Rahman of the Institute of Education and Research told TBS that universities across the country differ significantly in terms of faculty strength, laboratories, infrastructure, and academic capacity.

"Rather than imposing a single framework on all institutions, policymakers should assess the realities of individual universities and provide the necessary support and guidance accordingly," he said.

'OBE will become effective over time'

Professor Abdus Salam, Pro-Vice Chancellor (Academic), DU, said the university currently lacks the manpower required to implement OBE exactly as prescribed.

"Some departments are facing difficulties because of faculty shortages. However, the curriculum is functioning well in many departments. We cannot expect 100% success at this stage. The curriculum will be fully implemented over time," he added.