An unexplored opportunity for Bangladesh's universities

At the age of 42, Shajeeb Ahmed finally held his undergraduate degree. More than two decades had passed since he left formal education after HSC, forced to support his family through a series of modest jobs. When colleagues half his age received promotions he deserved, he understood the price of that missing credential. A weekend BBA programme changed everything. Attending classes on Fridays and Saturdays whilst maintaining his weekday employment, he completed what once seemed impossible. His story is not exceptional in Bangladesh; it is merely unheard.

Every year, millions of capable students abandon their dreams of higher education after completing their HSC examinations. They face family responsibilities, financial distress, or even the burden of child marriage. For many, a university degree becomes an unaffordable luxury rather than an accessible right. Beneath this challenge lies an unexplored opportunity: flexible undergraduate programmes that could transform both institutional enrolment and social mobility.

The case for weekend and evening degree courses rests on a simple premise. Dr Tasnimul Islam, who designed the Weekend BBA programme at Primeasia University with these challenges in mind, articulates it clearly: "Education should not be a privilege for a few, but an opportunity for all, regardless of age, circumstance, or background." His programme specifically targets the millions of potential students who drop out after HSC examinations because of family responsibility, financial crisis, and child marriage. Programmes that adapt to life's constraints are not merely a concession to convenience; they represent a necessity in a country where economic pressures often force students to choose between earning and learning.

Several Bangladeshi institutions have already begun moving in this direction, though their efforts remain fragmented and little known. Royal University of Dhaka, for instance, offers a BBA Day/Evening programme spanning twelve semesters with a maximum completion period of five years. The structure allows students considerable flexibility in course load, and they may take up to two semesters off without facing full readmission procedures. Tuition stands at Tk 2,450 per credit hour, bringing the total cost for the 126-credit programme to approximately Tk 308,700 before additional fees. This pricing, whilst substantial, becomes more manageable when students can spread their studies over several years whilst maintaining employment.

Similarly, IBAIS University previously targeted non-traditional students through its Special BBA Evening programme, which specifically accommodates those holding a Bachelor Pass degree, associate credentials, or diplomas. The programme waives up to 30 credit hours for prior learning and schedules classes to begin around 6:30 pm on weekdays and weekends, thus enabling daytime employment. The evening track also carries lower tuition fees than its daytime equivalent, reducing financial barriers for working students.

The IBAIS example also illustrates the risks. In 2022, the University Grants Commission recommended that IBAIS be closed down, citing irregularities in governance, legal status, and campus legitimacy. This episode has understandably raised doubts about the recognition and long-term validity of degrees from institutions with questionable oversight. The lesson is clear: no matter how flexible or affordable a programme may be, it must rest on solid institutional foundations and transparent accreditation processes.

What emerges from these cases is a blueprint for expanding access whilst maintaining quality. Flexible scheduling through evening, weekend, or block classes allows students to attend without sacrificing daytime obligations. Modular course loads and credit transfer policies enable students to return after gaps without facing overwhelming pressure or the requirement to restart entirely. Recognition of prior learning through waivers acknowledges that many students already hold diplomas or some tertiary credits, and they should not be forced to repeat coursework unnecessarily.

Affordability also matters considerably. Lower per-credit rates for part-time tracks make them accessible to students from modest backgrounds, whilst the ability to study incrementally reduces the immediate financial burden. All these features become meaningless without institutional credibility. Stable governance, regulatory oversight, and proper accreditation ensure that students do not find their hard-earned credentials questioned when they enter the job market.

The human impact of such programmes comes through in the testimonies of those who have benefited from them. One BBA evening student, speaking on condition of anonymity, explained how resuming studies after a five-year break seemed impossible until the evening option made attendance feasible whilst maintaining employment. Another named, Shumi, who is currently completing her undergraduate degree from such a programme, explains her situation plainly: due to family's financial crisis she took a full-time customer support job after HSC, but now she has some time to take classes and finish her undergraduate studies. Another student from a financially strained family described the weekend BBA as a last chance to catch up after being forced to quit after HSC. These voices show that flexible programmes are not luxury offerings but potential lifelines for those the traditional system has left behind.

An expanded rollout of such models would require collaboration across multiple stakeholders. Regulators like the UGC should develop policies that actively encourage accredited evening and weekend programmes rather than viewing them with suspicion. Donors and foundations could establish scholarships specifically tailored to working students who face unique financial pressures. Employers might recognise part-time degrees as valid credentials and even adjust shift patterns to facilitate class attendance.

In principle, flexible undergraduate programmes could contribute substantially to Bangladesh's progress on several Sustainable Development Goals, particularly those concerning quality education, gender equity, decent work, and infrastructure development. In practice, however, success depends entirely on execution. Programmes must be well designed, financially sustainable, and credible if they are to serve rather than exploit vulnerable students.

The examples of Royal University's Day/Evening track and Primeasia's weekend BBA programme offer prototypes of what can work, alongside there are cautionary tales about what can go wrong. What remains is the political will and institutional discipline to scale these models wisely whilst safeguarding student interests. If Bangladesh's universities commit seriously to inclusion, the next generation of students juggling work, family, and crises might no longer see higher education as a distant dream but as a tangible possibility within reach.

tasnimazer02@gmail.com