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Do not have a Ph.D but a University Teacher? How logical it is?

Md. Atikur Rahman | September 29, 2018
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Education is an invaluable resource for human life. The light of the sun illuminates the whole world. The diversity of the world is visible in front of us. Similarly, knowledge gained from education will enlighten our mind and life. Education guides people from darkness to darkness to light. Helps her to develop as a beautiful, refined and ideal man. American scholar Bob Beauprez thinks that ‘education is a dedicated teacher, a motivated student and a commitment to the commitment of a spirited parent’.

After the birth, the first reading of a child's education begins in his family. That is why the role of the guardian in this level of psychological development of the child is particularly significant. At the institutional level, the great responsibility of teaching is entrusted to teachers. The learner develops with the knowledge of his own education, knowledge, and experience. Through this teaching and education, teachers and students developed into a close relationship. This close relationship between the student-teacher is essential to make education a fruitful and welfare of the national life. It is said that teaching are such a mental process, where there is a kind of mutual understanding between the students and the teacher, and through this, the student's discipline becomes full. So today's reality is that we need to realize the importance of student-teacher relationship seriously. Apart from the knowledge of the students without the qualification of the teachers, they also have the impediment of encouragement towards their research. Which is a barrier to quality education?

According to UTS information, “At University level, we hope that students will provide their own motivation and their own discipline, and bring their own, already developed cognitive abilities to bear on the subject matter. Nevertheless, the teacher still has a crucial and demanding role to play in the process of student learning, by creating a context in which the students' desire and ability to learn can work most effectively. The task of the teacher in higher education has many dimensions: it involves the provision of a broad context of knowledge within which students can locate and understand the content of their more specific studies; it involves the creation of a learning environment in which students are encouraged to think carefully and critically and express their thoughts, and in which they wish to confront and resolve difficulties rather than gloss over them, it involves constant monitoring and reflecting on the processes of teaching and student understanding and seeking to improve them. Most difficult of all perhaps, it involves helping students to achieve their own aims, and adopt the notion that underlies higher education: that students' learning requires from them commitment, work, responsibility for their own learning, and a willingness to take risks, and that this process has its rewards, not the least of which is that learning can be fun!

One set of characteristics of good teaching, extracted from research studies and summarised from the individual lecturer's point of view (Ramsden, 2003) includes:
• A desire to share your love of the subject with students
• An ability to make the material being taught stimulating and interesting
• A facility for engaging with students at their level of understanding
• A capacity to explain the material plainly
• A commitment to making it absolutely clear what has to be understood at what level and why
• Showing concern and respect for students
• A commitment to encouraging independence
• An ability to improvise and adapt to new demands
• Using teaching methods and academic tasks that require students to learn actively, responsibly and cooperatively
• Using valid assessment methods
• A focus on key concepts, and students misunderstandings of them, rather than covering the ground
• Giving the highest quality feedback on student work
• A desire to learn from students and other sources about the effects of teaching and how it can be improved.
The most frequent comment made by students in feedback on the qualities they value in teachers was that highly rated lecturers explained in a way which was clear and helped students to understand. They made difficult work comprehensible without oversimplifying and used simple language. If technical language was used, it was clearly defined. In lectures, visual media, such as overheads, slides, handouts and blackboard diagrams were used to assist in explanation or clarification where appropriate. Abstract concepts were illustrated with examples, and the distinction between concept and example was made clear.

Highly rated lecturers were well prepared, structured their lecture content effectively, and communicated the structure to students. They clearly defined the subject objectives and emphasized important points. They spoke clearly and at an appropriate speed and allowed adequate time for students to both take notes and listen, indicating when note-taking was and was not required. They often provided handouts to assist students to take notes without furious copying. They used questions and activities to engage students' thinking and interest.

They were highly knowledgeable and up to date in their subject area, but did not pretend to "know it all" and were willing to learn from their students, recognizing that work experience makes many part-time and senior students a valuable resource. The lecturers tried to make the work interesting. They related new concepts to students' experiences by means of case studies, relevant examples or anecdotes, and placed a high priority on varying student activities during lecture sessions.

Student participation was encouraged, in lectures as well as tutorial or laboratory sessions. These lecturers knew that most students gained a better understanding from active involvement than from passive note-taking. They, therefore, made a conscious effort to release time from "lecturing" for student analysis, problem-solving, questioning, discussion or "buzz group" activities relevant to the topic for the lecture. During lectures, they made frequent opportunities for questions from, or discussion by, students, and attempted to answer all questions promptly and clearly. They treated all student questions seriously and did not intimidate or ridicule. They also asked direct questions of students in order to check to understand before or during a lecture.

Giving time for students to actively engage with the subject matter means reducing the time available to cover new content. The lecturers' most frequent strategies for gaining time without compromising course objectives were:
• Providing students with printed subject notes and/or summary handouts, thus reducing note writing, and encouraging students to highlight key points, add comments and note insights generated during class interactions.
• Thoroughly explaining key concepts and examples in short lecture segments, and encouraging students to access texts and references for further details and multiple examples.
• Reducing the content covered in lectures to central areas, and encouraging wider reading and/or the integration of work experience through carefully designed assignments and tutorials.
Highly rated lecturers showed enthusiasm for their subject, professional area, and teaching role. Students found this motivating and commented that they looked forward to coming to classes. The most frequently mentioned personal attribute of the highly rated lecturers was their "easy going", "relaxed" or "open" manner, and the relaxed atmosphere that this brought to the classroom. Students also appreciated the appropriate humor and an attitude which suggested that learning was enjoyable”. I agree with the published information on UTS.
On the other hand, many of us have tried to highlight the quality of education of this country, education, and many topics related to education. Many questions raised by students' quality education and their knowledge? But my question is that we are able to determine the right knowledge, talent, and future of our next generation students who are working as a qualified citizen for the nation and the people who are employed in the teaching profession at the university level, how well they are eligible for that work. If the process of recruitment of teachers at the public university is somewhat formal, then the state of the private universities is awful, after seeing the lesson of the students' education and their perceptions, it is easy to imagine the ill-fated condition of their education. With only a nominal collective degree in post-graduate degree, the article has been discouraged from the research work after being promoted to the post of Assistant Lecturer from the lecturer after three years without studying. The students of the class have spent years in the great profession of the name of the university teacher, with hand note notes of their own read-only. Just as the main objectives of the university are to hinder the same, the students are having negative effects on proper education. Which is obstructing the quality of education of the country? Which cannot be desired? Therefore, the appointment and promotion of teachers at the university level should be such that if a university teacher is to be a teacher, he must be a Ph.D. degree holder and the actual purpose of the university can be done in such a work related to the students, along with the knowledge and experience of the researches can be self-employed in the welfare of the country and the nation. Emphasis is important.
There is no PhD but university teacher. There are countless teachers in almost all the universities of Bangladesh. There are exceptions to all the rules and rules of the world. But one will be a teacher of the university, but he will have no own research and essay, but he can think of appointing a teacher at the university. However, many people give examples of Satya Bose's time, but the question is that their time and the present time are not one at all. Many may agree, no one can apply for a teacher without a Ph.D. in a country of good universities, other than Bangladesh. Not just Ph.D., no one can apply for teaching at the university without post-doctoral experience. Even our neighboring country is not in India. Especially in any section of the Faculty of Science, certainly not. So, today's probability of being Stayed Bose without Ph.D. is almost zero. There is a difference between a good teacher at the university level and a good teacher at the school level. There is a textbook in the school or college, but not at the university. Schools or college teachers do not have to make sense, but university teachers are expected that they will create knowledge, that is to do research. There are four types of university teachers all over the world:
1. Those that are very well researched and very well taught 2. Those who are very good researchers but do not teach well 3. Those who teach very well but are not good researchers 4. Not very good and not very good researchers. The first teacher is undoubtedly adorable. Although the second teacher does not teach well, they are still very respectable, because by research they encourage students and increase university standards. Thirdly teachers can play a role in the formation of a nation. The problem is that in our universities, the fourth-level education is now much more in number. What is the big question that these teachers can play in the formation of the nation and the overall welfare of the country?

Now teachers in our country do not research. Because the university teachers can be without research, as well as doing so, there is no award or awards. Besides, there is not enough scope for research in this country. As well as the promotion of UGC's uniform policy weakness in promotions, As a result, the relationship between good teachers and teachers in our country is going down. Although fewer teachers have conducted very little research there are no fruitful results due to lack of adequate financial support and necessary laboratories. Which at the university level seems to be obstructing quality education?

According to the data, "A new research institute named 'The East African Institute of Fundamental Research (EAIFR)' has been established in Rwanda, Africa, for the establishment of some of the teachers and researchers, which has been printed in international media, where the minimum qualification for being a faculty member is- Ph.D. will be required, with course must have post-doctoral experience. Monthly basic salary is Tk 250,000’’
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It is a research institute, where students will study only for MSc and Ph.D. There is an organization in Rwanda, Africa that has been advertised for physics today (famous international magazine). The teaching and post-doctoral post for physicists in the famous University and Research Institute of the world is usually given in Physics Today. Now let's come where we are.

If we say the words of Bangladesh, it is different from our background and rule. First, the first condition of our appointment is that the candidate must be a Bangladeshi citizen, which does not go with the concept of 'world-school'. This is the rule in the paper. The unwritten rule is that the applicant must be a graduate from the university who is applying to the university. It is the main weapon to manipulate or recruit teachers. If the Renowned University is doing a little survey, it will be seen that university who has graduated and postgraduate, is a rare teacher in the university. If anyone does, then he must first prove his ability to become a faculty and then return to his university, not before. Secondly, for getting a BSc and MSc degree in any of the subjects taught at the university. We know the teacher's educational qualifications for the school to be taught to the minimum BSC, the teacher's academic qualifications for the intermediate college, the minimum MSC. If you want to teach BSc-MSC in university, the teacher's qualification should be minimum Ph.D. Because the university is taught on a particular subject, so to teach, it needs to be an expert on the subject. But in our universities, we were appointed as a teacher in the new MSC pass and the next day I would teach him the MSC classes. There is a limit to stupidity, but we do not think there is any limit to these stupid ones.

শিক্ষা সংক্রান্ত খবরাখবর নিয়মিত পেতে রেজিস্ট্রেশন করুন অথবা Log In করুন।

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That's why teacher recruitment steps need to be increased further. A lot of steps should be made in front of the recruitment board. The rules should be made, the candidate will take a dummy class or give a seminar and accordingly, the students will have to take the opinion of the faculty member of the department. Candidates will submit a detailed plan for the research and development of the department, which will also be evaluated. Moreover, like the rest of the world, we should also ask at least three of the recommendations from the candidate. These are thoroughly judged and appointed after that. Appointment as a candidate teacher means that after this he will be serving in the department for 25-35 years. Therefore, the ability to seal the salary of the recruitment board by increasing the teacher recruitment step must be stopped. We do not know whether the recruitment of teachers is anywhere else in the world. The results of SSC, HSC, BSC or MSC are never seen in the appointment of university teachers. Because of using them they have achieved a higher degree. But our country is a bizarre thing.

Only the last five to 10 years of academic records are seen around the world. This is not the chance of a scam if the child is bad in SSC or HSC or both. It may be that the result of school-college is bad but it has been awakened after that. That is, the University has done very well in graduation and postgraduate. There are also SSCs, very good in HSC, but graduates have a little bad but post-graduate and have done very well in the next study. Their place is not in this Bangladesh. The bad scandal in the small classes never stays back. We have a unique country. It is also important to conclude this process.Highly rated lecturers saw their teaching role as vitally important. They worked hard at making the most of their class contact time to maximize student learning and interest in the subject. While some felt that they were fortunate in having "natural" teaching ability, they all emphasized the considerable amount of time they had spent in lecture and resource preparation.

By seeing the work of our education system and education, it is understandable that we are moving forward towards a very definite plan to implement our educational system with a large number of disasters - by reducing standards, increasing the number of people getting GPA 5 to an unimaginable rate; Approval of new universities every year without focusing on quality; Opening English medium, English version, Bangla medium, madrasa, etc., without focusing on quality; Curriculum books and syllabus status are also common; Teacher's appointment without focusing on quality- Education has been made to make puppet doll play. I am worried about the kind of generation that will be created through this education.

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