Conception of Gono Bishwabidyalay
Gono Bishwabidyalay has been founded by Gonoshasthaya Kendra (People’s Health Centre) Trust to start at Nayarhat, Dhaka-1350, Bangladesh. The motivation of the University, its objectives, discussed in this paper.
A number of academics of Dhaka and Jahangirnagar University, scholars of BIDS, women activists and intellectuals have prepared this document as a Working Group (See Annex).
1. THE RATIONALE
The achievement of Science
The development of formal knowledge and science has been fed and dominated by enquiries and research in the western world and by standards of enquiries and research developed in this part of the world. This in turn has been inspired predominantly by a social philosophy of aggressive individualism that has charactenzed the western civilization within the framework of principles of common interest as viewed essentially by dominant sections of western societies. This has resulted in a pursuit of knowledge strongly motivated by a desire to mould and utilize nature and fellow members of humankind to fulfill private interests.
The resulting knowledge and science have assisted humankind to accomplish profound transformation of nature and matter to serve specific human needs and to create and manage sophisticated human organizations to pursue specific common objectives. Altogether these achievements testify to the unlimited creative capacity of human beings and a great deal of human creativity assisted by modern knowledge and science have significantly raised the potential of societies mass human needs.
Notwithstanding its glorious achievements modern knowledge and science have been a party, directly and indirectly, to violence on humankind, and also on nature which has hosted the human habitat on this globe. Scientific enquiries have had a class and gender bias imparted by the dominant classes and gender which have wielded social power and have thereby controlled the direction of such enquiries and the use of their results. This has contributed to the marginalization of subaltern (“popular”) socioeconomic classes (henceforth “popular classes” or “people”) as well as of women from the mainstream of beneficiaries of modern civilization and scientific technological development and has severely restricted their choice of self-expression and self-fulfillment as creative beings. Dominant classes have even rather than sharing with them the benefits of scientific development often brutally pushed the popular classes down in economic and social status to make them struggle endlessly for sheer physical survival. As for gender domination, women’s subordination is part of the larger systems
that divide human society into oppressor/ oppressed classes. Moreover, women’s subordination transcends class and is part of every social and class organization, i.e., women are subordinated within their own class groups and even in their own homes. Women’s subordination is reinforced and kept in place through a series of cultural practices and ideologies, which are not necessarily determined by class barriers, but is based on a gendered division of society. That is why, even while the subaltern classes are being identified as the ‘popular’ the category is being further identified as a subaltern position within each class including the popular.
The moral responsibility of science in this outrage on underprivileged section of the humankind has rested in the fact that such use of scientific discoveries to the disadvantage of specific quarters of societies has often been predictable. In the case of women, science and scientific innovations have been responsible for transforming the mode of production from home-based units to large-scale factories. Women, whose contribution in the household were perhaps valued at the same level as men’s were now compelled to work in factories where they filled the lowest rungs of employment. Factory employment also clashed with women’s domestic duties and women have had to bear a double burden as the home and public sphere of production became more distant with the advent of technology. Subsequent development has centered on reform (such as Factory-Acts etc.) but has not addressed the question of women’s position in the economy and society of the scientific and industrial age. Further, women’s participation in the active labor force has resulted in the complete neglect of their cultural and creative potential.
In addition, violence of a physical nature by human organizations (and individuals) have been unhesitantly assisted by science by way of inventing means of human destruction on an ever menacing scale.
Finally, research on the use of nature and its resources to serve human needs have on the one hand been less concerned with the question of preservation of nature’s health and its physical features, on the other hand, the aggressive use of the resulting knowledge to exploit or “harness” nature in order to extract immediate physical service from it has inflicted fundamental and often irreparable physical damage on nature. This is not only threatening thereby the future physical life itself of humankind or
its health in different degrees in different parts of the globe; this is also reducing the joy of lite in aesthetic terms and in terms of humankind’s emotional relation with nature that makes life a more wholesome experience.
The structure of “knowledge relations”
All such partisanship of science in the commitment of violence on humankind, on its ordinary people on women and on nature have been facilitated by structures of “knowledge relations” which have strengthened and served forces of such violence Knowledge constitutes social power and those possessing scientific knowledge and belonging to the “learned” professions and strata of society have monopolized this power, essentially by two means. One is by imposing methodological norms on the building of knowledge which do not admit people’s own enquiries as “scientific”. Hence people’s knowledge is not considered “scientific” knowledge and in this way the social power to define what is “scientific knowledge” has been appropriated by the “learned”. The other way this social power has been monopolized is by appropriating the resources and institutions for the conduct of scientific enquiries, depriving the people of these means for generating knowledge by themselves. Thus for the people to claim to have become “learned” they need to submit to procedures laid down by the “learned” be taught by them and assessed by them as to their attainment of knowledge. This has put the people, many of whom possess experience and knowledge of vital relevance for their life’s struggles as well as for social and technological development, at a disadvantage in being recognized for their experience and knowledge and thus acquiring the associated social power.
Thus undermined, people’s knowledge and ways of thinking and of validation of knowledge have been unable to assert as a guide to social action along with formal knowledge and science and people have been led to look up to formal knowledge and science and to the “learned” for guidance in their own actions. The result has not been something to be proud about. The dependence of the people on the “learned” for knowledge, ideas and means of thinking with a sense of inferiority about their own acquisitions and abilities in this regard have strengthened the designs of dominant quarters in the society with whom formal science
works in close collaboration to rule over the people and exploit and impoverish them. Thus on the one hand deprivation in terms of the means of material production has been coupled with deprivation in terms of the “means of thinking” as well (ownership of knowledge and knowledge-generating procedures and resources therefore), handicapping the people doubly in their struggle for life and for its advancement; on the other hand. even in societies where the ownership of the means of material production has been more equitably shared by historical evolution or by “social revolution.” the unequal structure of ownership of the “means of thinking” has remained or has developed with growing contact with and intervention of formal science. And this has acted as a force to keep or progressively make the people dependent on the ‘learned’-the intellectuals, professionals, bureaucrats-for telling them what their actions should be to promote their lives and thus enabling the ‘learned’ to continue to or assume rule over the people. The general failure of “socialist experiments” to release the creativity of the labouring classes may be traced in a fundamental sense to the continuation of such unequal “relation of knowledge” notwithstanding revolutionary change in the “relations of production.” Human creativity cannot be released without releasing and empowering man’s and woman’s thinking faculties and without giving these faculties an independence of judgment which may relate and exchange with others knowledge and thinking on an equal footing.
This process i.e that of the denigration and devaluation of people’s knowledge-also has a gender dimension. Scientific discovery but also in the denial of the acknowledged sphere of scientific discovery but also in the denial of the knowledge that had a more indigenous basis and had often been the special purview of women. This is specially true in the case of folk medicine and even more so in matters relating to childbirth and reproductive health in general. This knowledge and know how have now been taken away from women and put into the hands of ‘experts’, putting women completely in the position of objects of scientific enquiry, whereas previously they used to be the repository of such knowledge.
The Basis of science-people’s science
‘By science we understand a body of rules and conception based on experience and derived from it by logical inference embodied in a fixed form of tradition and carried on by some sort of social organization”
-Encyclopedia Britannica (1962) : 114, Vol. 20
The concept of scientific knowledge implies a measure of objectivity of such knowledge in the sense of not being merely subjective knowledge of individuals derived from individual experience or thinking alone. Objectivity does not necessarily require the ‘detached observational’ that even physical matter at least at the subatomic level cannot be observed without the result of the observation being influenced by the method of observation i.e by the observer and this must be true a fortiori for observation of human phenomena.
Science claims objectivity instead in the sense of the methodology of observation and the result thereof to have passed through a system of collective verification to ensure that the experience is not unique to any individual observer but can be repeated by others following the same method to yield the same or closely the same results in order to validate the experience as objective. This essentially is the meaning of the “scientific method”.
Scientific enquiries in all established traditions have each a verification and validation system of this nature, explicitly or implicitly. In the more advanced traditions the method of verification has now become more or less standardized and verification is often possible by the mechanical application of certain rules or arguments so that interpersonal communication may not be necessary for establishing its objectivity. It is important to recognize, however, that objectivity in this sense is relative and internal to the collective concerned (e.g a research profession). For those not belonging to the collective, either because of lack of communicability or because they do not accept its premises or rules, this knowledge either has no meaning or is not acceptable. There is in this sense no universality in any ‘science’ in so far as the entire human race does not constitute a single collective for the purpose of knowledge generation. If the Chinese have not followed the verification system of some western schools in developing their knowledge, this does not
knowledge from the established sciences that they consider of value.
C. to stimulate the people including women to engage in technological innovation to enhance the productivity and joy of their working life and fulfil their technological creativity; and
D.(a) to organize and promote systematic interaction between the established sciences and the knowledge and wisdom of the people for mutual learning, enrichment and concrete benefits.
(b) to respond to the expressed desires of local communities (and progressively of people including women elsewhere in the country) for acquiring
– knowledge and technology from the established sciences in specific areas and for assistance in using them for their own development, where relevant by creative adaptation by the people;
E. to restore the status of people’s art and culture and help restore traditional practices of value in this field and to assist in the development of people’s art and culture; and to promote creative interaction between people’s and ‘modern’ art cultures.
F. to promote such knowledge and competence in its degree students that will be specifically and immediately suitable for service to the modern sector of the economy as well as to the frontiers of the traditional sector.
3. THE METHODOLOGY
The University will:
i. have a set of degree courses in higher education requiring formal educational backgrounds from the students.
ii. seek to stimulate and assist local communities take stock of their own knowledge and initiate their own systematic collective enquiries (“Peoples research”) and
iii. offer a set of “popular courses.”
1. Degree courses
The courses in higher education will aim to acquaint students with the state of knowledge in the respective fields with full rigor and to promote in the students a spirit of questioning, critical enquiry and logical reasoning. What will be special in these programmes of degree
courses is that, wherever relevant, the enquiries in the degree courses will interact with people’s thinking, beliefs, knowledge and experience in the local communities (and also elsewhere when this can be arranged), by way of
– sharing lives with community members;
– joint discussions with community members;
– joint research projects with community members;
– action research projects with community members;
– drawing case materials from the lives and experiences of community members;
– organizing presentations by members from among the local communities and elsewhere, presenting their perceptions, experience and thinking on questions of relevance to a given degree course.
All students will interact with community members during session periods and vacations at sufficient lengths to be able to observe and exchange with community families their perceptions, beliefs, experience, knowledge and problems in the student’s field of study. The students will bring these “case materials” in the “class rooms” for critical deliberation, in which the concerned families and other community members may also be invited to attend at suitable times.
All enquiries and deliberations and analysis of technologies, will keep in special view the interest of the people including women and of preserving the environment. In addition, specialized courses will be offered on subjects such as peasant studies, labour studies, women studies, environment studies, third world studies. Students will be encouraged, for some degree programmes required to learn a craft or skill in direct production- e.g. carpentry, electric repairs, pottery, agricultural work, swimming, commercial fishing, motor driving, speed boat driving, motor repairs, sewing, weaving etc. from direct producers within the local communities or a firm or factory, in order both to learn a skill in direct production as a fall-back employment proposition and also as a training in productive manual labour. By arrangement with direct producers in the local communities and with neighboring factories and firms the University will announce every term a list of such training opportunities for students to choose from.
The University will also link up with creative social/ economic/ technological work elsewhere in the country involving the people and benefitting them (as well as scientifically, as a part of the University’s own degree programmes as well as to benefit such works with a feedback from the University. A pivotal role in this regard will be played by a “programme on journalism”. While the students of this programme will collect case materials on such works and will study the art of reporting upon them as a part of their own courses, they will at the same time feed the other programmes and courses, they will at the same time feed the other programmes and courses in the University with their reports in the respective fields for study and analysis as part of the latter’s enquiries. Local community members may also be involved in such deliberations where appropriate and convenient, In addition, where feasible, action research to try out such approaches or technologies may be intiated by the respective faculty in partnership with members of the local communities by mutual agreement and such research and analysis of its experience will also constitute a part of the faculty’s study programme.
Another key role in promoting the objectives of the University will be played by a “programme on drama”. This programme will seek to promote the awareness of a healthy relation between science, society and nature in its creative drama work with its students and also work closely with the local communities to stimulate and help them express their life’s conditions, experiences, thinking and the result of people’s research by means of people’s drama.
Faculty and students will participate in periodic social, economic and cultural events of the local communities (e.g. harvesting, ‘melas’ independence day celebration), will assist local communities and their individual members in crisis situations (e.g. natural disasters, fertilizer crisis; health epidemics; personal disaster to a family like destruction of one’s abode by storm requiring labour beyond one’s means to rebuild) All faculty and students and the University administration will relate with local community members irrespective of socioeconomic status as “friends” and when required and feasible, as “facilitators” in their life’s efforts.
Class-room deliberations will minimize one-way teacher to student transfer of knowledge by way of conventional lectures and will give preference, where the subject matter lends itself to such methodology of
learning to the “dialogical” or participantly method of deliberations in “round-table” formations and will encourage team/group enquiries by the students promoting a practice of collective enquiry, replacing the concept of “teaching” and competitive learning by a concept of “building”/”enriching”/”sharpening” each other.
Each student will give at least one service to a family in the local communities singly or as a member of a small team , e.g. as health worker or as a “teacher” in basic litercy.
Parents/guardians of the students will be required to be systematically involved in following and monitoring the intended human development of the students in particular the development of their sensitivity towards service to the community and a spirit of collective learning.
The University will progressively develop courses in the physical and medical sciences, social sciences and humanities, environmental science and on other technical subjects, keeping in view the needs for knowledge to assist in the development of Bangladesh and other countries of the south. Each factually will design courses not only to impart solid theoretical training in the respective subjects, but also to relate the specific disciplines concerned to a broader perspective of Man and society and their evolution. Thus the factually of Basic Sciences will seek to integrate its discipline-specific courses with enquiries on philosophy history of scientific thought, theory of knowledge and the economic and cultural context of the development and use of science. The teaching of economic action and development efforts the evolution of people’s aspirations through popular struggles and national movements as well as through increasing integration with world culture. The factually of health sciences will likewise seek to integrate in its own courses basic knowledge of the economy, society and its religion and culture. Where such integration in its own courses may not be immediately feasible a faculty will consider assigning to students courses given in other faculties to complement its own teaching in order to impart the desired broader human social and cultural perspective to its students.
Special enquiries will be designed, both as integral parts of the faculty specific technical course as well as through special courses to study questions of development from a regional (South Asian) perspective.
including such questions as mutual learning between countries of the region regional cooperation and regional peace.
In executing its programmes the University will seek to establish collaboration with other centers of learning in the world and with individual faculties/initiatives in other centers of learning with approaches in line with the conception of this University.
To promote healthy living smokers shall not be recruited either as students or as staffs of the University.
Students enrolled in this University will need to have passed H.S.C level or equivalent as assessed by the University. Particular consideration will be given in its enrolment policy to children of martyrs, socially disadvantaged classes, socially disadvantaged ethnic minorities, grassroots development or health workers and to female applicants. Age will not be a barrio to admission. Nor will break of study be considered as a disqualification. Parents/guardians will be included during student counseling and they will also be required to participate in annual evaluation meetings with the students.
In order to ensure that students from economic classes may benefit from study in this University up to 50% of the students may be offered financial assistance by way of student loans, grants or work and study arrangements according to their respective economic status.
The University with the of Gonoshasthaya Kendra Trust will offer dormitory accommodation to all first years students and to all foreign and female students throughout their students terms. Students accepting the dormitory Accommodation offered by Gonoshasthaya Kendra Trust have to spend one hour in the surrounding field in agricultural and other activities organized by the Trust. Male students from within the country will move out of the University dormitory after the first year and find their own lodging.
Link with the modern sector and career prospects for the University graduates
While the above elements in the degree courses will link the students and their learning with the ‘traditional’ sector of the society/economy close link with the ‘modern’ sector will also be maintained in designing the University’s degree programme. Every degree programme will be designed to impart not only relevant theoretical training but also training that will concretely prepare its graduates to immediately quality to serve some or other agencies in the modern sector (i.e. prospective employers)—e.g. government agencies. NGO’s factories and industries field programmes and projects, business concerns, banks the stock market, scientific and technological agencies and so on. This will be achieved by actually linking with the modern sector in designing the degree programmes of the University by way of
(a) Including courses in every degree programme designed in consultation with such agencies as the above to meet the specific needs of experience of such agencies.
(b) arranging with such agencies for lectures/seminars/workshops etc in such courses to be conducted by members of such agencies.
(c) Arranging internships for students in the University’s degree courses with such agencies for on-the-job training.
In this way the University will maximize the career prospects of its graduates at the same time that it prepares its students to serve the modern sector with close knowledge of and working experience with the traditional sector and its people.
Neediess to say, the University’s graduates will also be prepared and a section of them will be expected to initiate self-employment either in the modern sector or in the frontiers of the traditional sector on its way to modernization.
The University will also keep continuous relation with its alumni with the specific objective of obtaining feedbacks toward assessing and modifying its programme for more effective services to society.
Expect for foreign students, linguistic requirements for degree students will include requirements to master both English and Bengali as means of communication, reading and writing. Every year each student
expect in the above category will be required to pass a test both in English and Bengali at progressively advanced levels for this courses will keep being offered in the language department of the University for students to take them according to their need.
A students will be free to choose any of these two languages for answering each written exam to the extent of 75% of the questions the remaining 25% will have to be answered in the other language. Foreign and ethnic minority students will be given special course in Bengali, but may answer written exams wholly in English. Class discussion will as a rule use a mix of English and Bengali, keeping in view the necessity of acquiring proficiency in intellectual discussions in English for modern scholarship at the same time taking care that a students creative participation in class discussions is not stunted by premature or too much imposition of English as the only medium of discussion. It may not be possible to follow this principle for foreign students and students coming from non-Bengali vernacular communities within the country for whom English may be the only medium of discussion.
The grading system will
– avoid competitive individual ranking of students.
– assess the student as a total personality in addition to pronouncing one’s level of proficiency in the chosen subject for degree. This will include assessment of one’s sensitivity to the service of people and contributions in this regard during one’s studentship.
– include assessment of what other abilities, skills etc s/he has demonstrated during one’s studentship which might be of service to society and/or to oneself in the further pursuit of one’s life.
– include self-assessment and collective peer assessment of one’s abilities and character.
Every year each students will plant a tree which the respective students will look after for which the students will be given credit.
People’s research and Popular courses
A. People’s research
The University will seek to stimulate and assist local communities
(a) to take stock of their own accumulated knowledge experience and skills; and
(b) to initiate and conduct their systematic collective enquiries on their history, their socio-economic-environmental condition, problems of their lives, experiences of their life’s struggles their technological development and ways of solving their problems. This function of the University will include seeking to stimulate the people in the local communities to take collective socioeconomic action to improve their lives and to review their ongoing experiences in such actions as a part of advancement of their self-knowledge.
As an initial step to stimulate local communities take stock of their own knowledge, a symposium on people’s knowledge and creativity will be organized as early as feasible. In this symposium members of the local communities as well as from elsewhere in the country will present knowledge and technology of value in whose development/invention they have themselves contributed or which they have inherited from their own traditions. Such symposia may be held periodically to present subsequent developments of people’s knowledge and technology. Over time the University may develop a standing ‘gallery’ where knowledge and technologies and other creative work developed by the people will be ‘exhibited’.
Another step towards stimulating people’s research as well as to develop a continuing relation with local communities, will be for every faculty to meet members of the local communities at regular intervals (weekly or fortnightly). In initial such meeting faculties may share with them stories and accounts of popular knowledge-advancement initiatives (participatory research, popular research) elsewhere in the country and in other countries and of people’s collective efforts elsewhere to solve common problems and promote their life. Arrangements may be made where this will be considered worthwhile to bring interested members of local communities into contact with constructive people’s initiatives elsewhere in the country and in neighboring countries.
It is expected that out of such sharing of knowledge, accounts of people’s research and contacts with initiatives elsewhere, interest will start getting generated among members of local communities to initiate collective enquiries themselves on specific questions. The respective faculty will assist such enquiries if requested in developing methods of people’s self-enquiry and of collective validation of their result (e.g. house-to-house enquiry; community meetings; use of people’s drama).
and methods of storing and dissemination to other people of the resulting knowledge. From some such collective enquiries interest in initiating collective socioeconomic action may be generated. The University will serve as a “facilitator” if requested in the efforts of the concerned community members to access technical and material resources for undertaking such actions and will assist the participants keep reviewing the ongoing experience as a part of the advancement of their collective self-knowledge.
The relevant University faculty or faculties will also study such people’s research as a part of their own programmes.
In addition faculty members will be expected to organize participatory research and action research with groups of local communities as a part of their own professional research and such work will be considered as a credit in evaluating the performance of faculty members seeking career development within the University. Faculty members will be encouraged to involve their students as well in such projects who may also be given credit for their contribution in and report on such work.
B. Popular Courses
The University will offer “popular courses” for members of the local communities upon request from a reasonable minimum number of intending participants signing for one particular course and subject to availability of resource persons to give such courses. These popular courses will be of the following nature :
(a) basic literacy, arithmetic and personal (family) accounting and general health education.
(b) courses on any subject (s), in which members of the communities would desire to improve their knowledge or understanding (e.g. electricity and its use; the science of irrigation; specific medical diseases; family budgeting; banking service; major religions of the world; personalities like Lalan Shah, Rabindranath, Araj Ali Matubbar etc. etc.)
(c) courses/workshops on specific technical skills upon request from members of the local communities.
In order to ensure the genuineness of such requests for popular courses from the local communities, a nominal fee may be charged to their participants.
The University itself may initiate ideas for such popular courses according to its assessment of the value of such a course to members of the local communities, organizing the course after clear interest is shown by members of the local communities. Such initiatives by the University will extend to ideas for organizing workshops or trials on new technologies, medical and health care practices, popular methodologies for socio-economic-environmental-cultural action etc. developed elsewhere and available in the country of possible value to the local communities. The technologies/methods will be tested in these workshops or trials for their suitability especially to the popular classes in these communities, and adapted if necessary to make them suitable. Upon confirmation of their suitability popular courses will be offered to promote their use in the local communities.
In addition to structured popular courses, the University will organize ad-hoc popular lectures and popular discussions on subjects of popular interest, in which professionals and intellectuals as well as members of the popular classes will lecture and/or participate.
Regular faculty members of the University will give popular courses in their respective fields of competence for which there will be popular demand, giving a reasonable proportion of their time to be determined by the Academic Council of the University. This will also help faculty members develop popular versions and articulations of their knowledge and research and the University will encourage them to write up such popular versions for publication and wider dissemination in the society.
Besides faculty members the University will engage outside expertise to give popular lectures on subjects for which the relevant expertise may not exist in its own faculty. Faculty members may also organize their students to give popular courses and/or lectures, individually or in teams and this may be counted as credit for the students. This will also assist the students to master and organize their own learning sufficiently to be able to communicate in simple language as a solid test of their own grasp of the relevant subject matter.
If extraordinary talent in any field or skill is identified within the popular classes in popular courses/workshops or otherwise. Gono University may offer to support the education/training of the person concerned in an appropriate centre or firm for advanced education/training in the country with the understanding that upon completion of his/her education
/training the person concerned will assist in the University’s programmes as a teacher/resource person for a minimum specified penod.
The University will publish books, literatures, leaflets, etc. in simple language as well as bring out audio and video materials, including the use of people’s songs and dramas, for dissemination of knowledge of popular value, including :
– knowledge development in the University’s courses in collaboration with the local communities.
– results of people’s enquiries and creativity in the local communities and elsewhere.
Students of the University will form their own union for healthy collective social and cultural work. But no students body of the University will work as a student wing of any political party nor express support for any specific political party. The same will apply to faculty. Students will be encouraged to participate in street dramas and to form literacy and debate clubs.
Students will be involved in curricula development and monitoring classroom teaching. Representatives of students will also be participating in meetings of the academic council and University development bodies.
Religious beliefs of all will be respected as a private affair and neither faculty nor students will engage themselves in any advocacy or action of a communal nature prejudiced against any particular religion.
4. MONITORING AND EVALUATION
The University will not be a “success” or a “failure”- it will move on as a life of its own. in constant interaction with the society and lives of its peoples. This life will keep reviewing its own experiences (at intervals not less than one year and not more than two years) in order to decide on its next steps. The reviews will include joint deliberations between the
University, its faculties and students, guardians and patrons and members of the local communities. Members of the wider society subscribing to the philosophy of the University, even from other countries, United Nations and learned bodies abroad will be invited to participate in the reviews according to mutual convenience.
The reviews will be published and constructive suggestions will be invited from friends in the wider society towards taking its next steps. In addition, friends in the wider society will be free at any stage to offer to the University their advice and suggestions and to visit the University according to mutual convenience.
Members of the Working Group
Prof. Amirul Islam Chowdhury Mr. Mahbubur Rahman Khan
Prof. Ahmed Kamal Dr. Noazesh Ahmed
Mr. Ataus Samad Prof. M. Ibrahim
Prof. Anisur Rahman M. Noorul Quader Khan
Dr. Binayak Sen Prof. Nurul Islam
Dr. Debopriya Bhattacharya Dr. Perween Hasan
Dr. Firdous Azim Prof. Sahabuddin Chowdhury
Dr. Flora Majid Dr. Sayeda Rowshan Kader Khan
Dr. Laila Parvin Banu Dr. Salehuddin Ahmed
Prof. Mesbahuddin Ahmed Ms. Shirin Hoque
Dr. Monwar Hossain Prof. Wahiduddin Mahmud
Prof. Mozaffar Ahmed Dr. Zafrullah Chowdhury