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24/04/2026

The British Council is a British organisation specialising in international cultural and educational opportunities. It works in over 100 countries promoting a wider knowledge of the United Kingdom and the English language (and the Welsh language in Argentina[2]); encouraging cultural, scientific, te...

Cycle 2 Admission Test FAQs:Q. What is the last date to apply to Brac University for summer 2026?A. The application dead...
23/04/2026

Cycle 2 Admission Test FAQs:

Q. What is the last date to apply to Brac University for summer 2026?

A. The application deadline for Brac University summer 2026 is May 4, 2026.

Q. What programs are available at Brac University summer 2026?

A. Programs include BBA, Architecture, Biotechnology, Anthropology, Applied Physics & Electronics, Economics, English, Mathematics, Microbiology, Physics, Applied English Language Studies and Disaster Management.

π‘‡π‘Žπ‘Žπ‘”π‘Ž 𝑖𝑠 π΅π‘Ÿπ‘Žπ‘ π‘ˆπ‘›π‘–π‘£π‘’π‘Ÿπ‘ π‘–π‘‘π‘¦ π‘€π‘Žπ‘› π‘“π‘œπ‘Ÿ π΄π‘Žπ‘Ÿπ‘œπ‘›π‘”

20/04/2026

Bangladesh's secondary education system is facing a deepening crisis, with tens of thousands of teaching posts vacant, chronically underqualified teachers in core subjects and student learning outcomes that remain stubbornly poor despite billions of dollars in government and international funding over the past two decades.

Education Minister Ehsanul Haque Milon recently told parliament that 60,295 teaching positions are currently vacant across approximately 26,000 government grant-receiving secondary schools and colleges nationwide β€” a figure that experts say reflects a systemic failure years in the making.

According to the UNESCO Institute for Statistics, Bangladesh ranks last among South Asian nations in the proportion of qualified secondary school teachers. Only 55 percent of secondary teachers in Bangladesh meet qualification standards β€” compared to 98 percent in the Maldives, 97 percent in Nepal, 92 percent in India, 80 percent in Sri Lanka and 68 percent in Pakistan.

The shortage is especially acute in core subjects. A 2024 report by the Bangladesh Bureau of Educational Information and Statistics (BANBEIS) found that a quarter of designated English teachers had not studied the subject beyond the 12th grade, and only 17 percent held an honours or master's degree in English. The situation in mathematics is worse: 57 percent of mathematics teachers had never studied the subject at the college level, with just 17 percent holding advanced qualifications. Educators and analysts say this directly contributes to the country's persistently low public examination pass rates.

Classroom conditions compound the problem. The average teacher-to-student ratio in Bangladesh's secondary schools stands at approximately 1:35 β€” more than double the 1:15 benchmark considered standard in well-performing systems. In many schools, a single class routinely contains 60 to 70 or more students.

Under current government rules, a new class section may only be opened once enrollment surpasses 55 students. Budget constraints mean even this threshold is frequently ignored and remote schools face additional barriers in navigating the bureaucratic requirements for hiring new staff.

A consultation committee appointed by the Ministry of Education in #2025 has identified eight major obstacles undermining teacher performance across the country.

The committee found that there is no defined framework for measuring teacher responsibility or performance. Teaching post allocations are fundamentally insufficient for the number of enrolled students, and the hiring, promotion and transfer processes are plagued by delays, corruption and nepotism.

Pre-service training is weak, in-service professional development is rare and largely ineffective, and there is no structured mentorship culture within schools. Career progression is virtually nonexistent β€” most teachers appointed as assistant teachers retire in the same role. Salaries remain the lowest in South Asia, with teachers in neighboring countries earning two to three times more on average.

Teacher organizations meanwhile are fragmented and largely driven by political interests rather than professional concerns. Perhaps most strikingly, a study cited by the committee found that two-thirds of high school students do not view their teachers as role models β€” and half of teachers do not consider themselves role models either.

The government and international partners have poured significant resources into teacher quality improvement over the past two decades. Major initiatives have included the Teacher Quality Improvement in Secondary Education Projects, the Secondary Education Quality and Access Enhancement Project and the ongoing Learning Acceleration in Secondary Education program.

At the primary level, four consecutive phases of the Primary Education Development Program have been implemented since #1998, with a fifth phase expected to launch in July this year.
Multilateral institutions including the World Bank, Asian Development Bank, UNICEF, UNESCO and the Global Partnership for Education have all been involved. Yet analysts and the committee itself acknowledge that the return on this investment β€” measured by student learning outcomes β€” has been far below expectations.

The consultation committee is urging the government to move beyond piecemeal fixes and adopt a holistic, long-term strategy for transforming the country's entire school education system, from pre-primary through -university level.

Central to their recommendations is the establishment of a dedicated task force of experts, backed by strong political will, to drive reform across the system as a whole. The committee has warned that existing institutional structures β€” risk-averse and resistant to change β€” are unlikely to deliver the transformation the system urgently needs.

"The system is now failing both students and teachers," the committee's report states. Experts stress that attracting the best and brightest into the teaching profession, building genuine career pathways, and adopting systems-level thinking β€” rather than isolated remedies β€” are essential to turning the tide.

With a newly elected government having pledged to improve education outcomes and development partners expressing readiness to help, observers say the moment for decisive action has arrived.

The question, as the committee's report bluntly puts it, is whether Bangladesh can finally "move away from the rut of unfulfilled promises and unrealized expectations."

Here are SAT-style questions based on the passage:

1. According to the passage, which of the following is the most significant issue facing secondary education in Bangladesh?

A) High student enrollment rates
B) The lack of qualified teachers in key subjects like English and mathematics
C) Lack of interest from students in secondary education
D) Limited access to modern teaching technology

Answer: B) The lack of qualified teachers in key subjects like English and mathematics

2. What is the primary reason for the large number of vacant teaching positions in Bangladesh’s secondary schools?

A) Teachers are leaving to pursue higher education abroad
B) There is a shortage of teachers who are willing to work in remote areas due to bureaucratic challenges
C) The government is reducing the number of teaching positions to save costs
D) Many schools are transitioning to online teaching models

Answer: B) There is a shortage of teachers who are willing to work in remote areas due to bureaucratic challenges

3. The passage states that Bangladesh lags behind most South Asian countries in terms of the percentage of qualified teachers. Which of the following countries has the highest percentage of qualified teachers?

A) India
B) Sri Lanka
C) Maldives
D) Nepal

Answer: C) Maldives

4. The author suggests that one major factor contributing to the low performance of teachers is:

A) A lack of funding for school infrastructure
B) Insufficient teacher training and mentorship programs
C) Political interference in the education system
D) Overcrowded classrooms with more than 100 students

Answer: B) Insufficient teacher training and mentorship programs

5. What is one of the significant obstacles to good teacher performance identified by the consultation committee?

A) Lack of student interest in learning
B) Inadequate teacher salaries compared to other countries
C) Lack of a clear framework for teachers’ responsibility, effort, and performance standards
D) Excessive government funding for educational projects

Answer: C) Lack of a clear framework for teachers’ responsibility, effort, and performance standards

6. According to the passage, what is the impact of a low teacher salary on the teaching profession in Bangladesh?

A) It discourages teachers from leaving the profession
B) It leads to widespread corruption in hiring practices
C) It reduces the quality of teaching and undermines teacher professionalism
D) It makes teachers more likely to work in remote areas

Answer: C) It reduces the quality of teaching and undermines teacher professionalism

7. What does the consultation committee recommend as part of the solution to the education system’s issues?

A) Establishing more private schools to reduce the burden on public institutions
B) Attracting top talent to the teaching profession and implementing long-term reforms
C) Increasing the teacher-student ratio to ensure more teachers are hired
D) Focusing on technological solutions to improve teaching outcomes

Answer: B) Attracting top talent to the teaching profession and implementing long-term reforms

8. According to the passage, which of the following is true about the teacher salary situation in Bangladesh?

A) Teachers in Bangladesh are paid more than their counterparts in South Asia
B) Teachers in Bangladesh are paid according to a uniform salary structure
C) Only a few government secondary school teachers receive the highest salary grade
D) Teachers in Bangladesh receive salaries comparable to those in Sri Lanka

Answer: C) Only a few government secondary school teachers receive the highest salary grade

9. The phrase β€œthe ball is in our court” in the passage implies:

A) The government should stop relying on external assistance
B) The responsibility for improving the education system now lies with the government
C) The education system needs to be completely overhauled
D) Teachers should be given more power to make decisions

Answer: B) The responsibility for improving the education system now lies with the government

10. Which of the following best summarizes the author's perspective on the reforms needed in Bangladesh’s education system?

A) Reforms should focus only on improving teacher salaries and benefits
B) Reforms need to be based on isolated remedies for specific issues
C) A holistic and long-term approach is necessary for transformative change
D) Reforms should focus primarily on increasing the number of teachers

Answer: C) A holistic and long-term approach is necessary for transformative change

11. According to the passage, what has been the result of the multibillion-dollar investment in improving teacher quality over the past two decades?

A) The investments have fully transformed the education system and dramatically improved student outcomes
B) Despite significant investment, the outcomes in terms of student learning have been much less than expected
C) The investments have created a uniform and highly skilled teaching workforce across the country
D) The investments have primarily been used for improving school infrastructure, not teacher quality

Answer: B) Despite significant investment, the outcomes in terms of student learning have been much less than expected
.............................
π»π‘’π‘Žπ‘‘π‘žπ‘’π‘Žπ‘Ÿπ‘‘π‘’π‘Ÿπ‘’π‘‘ 𝑖𝑛 π‘ƒπ‘Žπ‘Ÿπ‘–π‘ , πΉπ‘Ÿπ‘Žπ‘›π‘π‘’* π‘ˆπ‘πΈπ‘†πΆπ‘‚ β„Žπ‘Žπ‘  53 π‘Ÿπ‘’π‘”π‘–π‘œπ‘›π‘Žπ‘™ 𝑓𝑖𝑒𝑙𝑑 π‘œπ‘“π‘“π‘–π‘π‘’π‘  π‘Žπ‘›π‘‘ 199 π‘›π‘Žπ‘‘π‘–π‘œπ‘›π‘Žπ‘™ π‘π‘œπ‘šπ‘šπ‘–π‘ π‘ π‘–π‘œπ‘›π‘ .

π‘ˆπ‘πΈπ‘†πΆπ‘‚ 𝐼𝑛𝑠𝑑𝑖𝑑𝑒𝑑𝑒 π‘“π‘œπ‘Ÿ π‘†π‘‘π‘Žπ‘‘π‘–π‘ π‘‘π‘–π‘π‘  (π‘ˆπΌπ‘†) 𝑖𝑠 π‘‘β„Žπ‘’ π‘ π‘‘π‘Žπ‘‘π‘–π‘ π‘‘π‘–π‘π‘Žπ‘™ π‘œπ‘“π‘“π‘–π‘π‘’ π‘œπ‘“ π‘ˆπ‘πΈπ‘†πΆπ‘‚ π‘Žπ‘›π‘‘ 𝑖𝑠 π‘‘β„Žπ‘’ π‘ˆπ‘ π‘‘π‘’π‘π‘œπ‘ π‘–π‘‘π‘œπ‘Ÿπ‘¦ π‘“π‘œπ‘Ÿ π‘π‘Ÿπ‘œπ‘ π‘ -π‘›π‘Žπ‘‘π‘–π‘œπ‘›π‘Žπ‘™π‘™π‘¦ π‘π‘œπ‘šπ‘π‘Žπ‘Ÿπ‘Žπ‘π‘™π‘’ π‘ π‘‘π‘Žπ‘‘π‘–π‘ π‘‘π‘–π‘π‘  π‘œπ‘› π‘’π‘‘π‘’π‘π‘Žπ‘‘π‘–π‘œπ‘›, 𝑠𝑐𝑖𝑒𝑛𝑐𝑒 π‘Žπ‘›π‘‘ π‘‘π‘’π‘β„Žπ‘›π‘œπ‘™π‘œπ‘”π‘¦, π‘π‘’π‘™π‘‘π‘’π‘Ÿπ‘’ π‘Žπ‘›π‘‘ π‘π‘œπ‘šπ‘šπ‘’π‘›π‘–π‘π‘Žπ‘‘π‘–π‘œπ‘›.

π‘ˆπΌπ‘† π‘€π‘Žπ‘  π‘’π‘ π‘‘π‘Žπ‘π‘™π‘–π‘ β„Žπ‘’π‘‘ 𝑖𝑛 1999. π΅π‘Žπ‘ π‘’π‘‘ 𝑖𝑛 π‘€π‘œπ‘›π‘‘π‘Ÿπ‘’π‘Žπ‘™, 𝑄𝑒𝑒𝑏𝑒𝑐, πΆπ‘Žπ‘›π‘Žπ‘‘π‘Ž 𝑖𝑑 π‘€π‘Žπ‘  π‘π‘Ÿπ‘’π‘Žπ‘‘π‘’π‘‘ 𝑏𝑦 π‘Ž π‘π‘œπ‘™π‘™π‘Žπ‘π‘œπ‘Ÿπ‘Žπ‘‘π‘–π‘œπ‘› 𝑏𝑒𝑑𝑀𝑒𝑒𝑛 π‘ˆπ‘›π‘–π‘£π‘’π‘Ÿπ‘ π‘–π‘‘π‘’Μ 𝑑𝑒 π‘€π‘œπ‘›π‘‘π‘Ÿπ‘’Μπ‘Žπ‘™, π‘‘β„Žπ‘’ 𝐼𝑁𝑅𝑆 π‘Žπ‘›π‘‘ π‘ˆπ‘πΈπ‘†πΆπ‘‚ π‘‘π‘œ π‘π‘Ÿπ‘œπ‘£π‘–π‘‘π‘’ π‘ π‘‘π‘Žπ‘‘π‘–π‘ π‘‘π‘–π‘π‘  π‘“π‘œπ‘Ÿ π‘‘β„Žπ‘’ π‘ˆπ‘.

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20/04/2026

The Flow Fest in collaboration with Prime NOW will host a National Youth Wellness Festival called You Be You: Find Your Flow at BRAC University on April 22–23. The event will run from 10:00am to 2:00pm at the university’s multipurpose hall.

About 1,000 students from 10 universities are expected to participate in the two-day program, which focuses on youth mental well-being through interactive, experience-based activities rather than formal talks.

The festival will feature yoga sessions, meditation, art and music activities; and guided wellness workshops aimed at encouraging relaxation, self-expression, and reflection.

Organizers say the initiative is intended to raise awareness about mental health and provide a supportive environment where young people can openly engage in well-being practices.

Shazia Omar founder of The Flow Fest said the goal is to create a space where students can pause, reflect, and seek help without stigma, emphasizing that doing so should feel natural rather than shameful.

The program also includes a photography competition titled β€œStop Hiding Your Feelings: Express. Share. Heal.” with submissions open until April 20. The contest encourages students to creatively express themes related to emotional health.

Overall, the festival aims to blend wellness, creativity and community engagement to support student mental health.

IELTS Reading – Question Set

Section A: Multiple Choice Questions

1. What is the main purpose of the β€œYou Be You: Find Your Flow” festival?
A. To promote academic competition among universities
B. To raise awareness about mental health and well-being among youth
C. To train students for professional wellness careers
D. To promote sports activities in universities

2. Which of the following activities is NOT mentioned in the festival program?
A. Yoga sessions
B. Meditation
C. Debate competitions
D. Art workshops

Section B: True / False / Not Given

Write: True, False, or Not Given

3. Around 1,000 students from 10 universities are expected to participate in the festival.

4. The festival will last for three days.

5. The photography contest is titled β€œStop Hiding Your Feelings: Express. Share. Heal.”

Section C: Short Answer Questions

6. Who is the founder of The Flow Fest?

7. Where will the festival be held?

8. What is the deadline for submitting entries to the photography contest?

Section D: IELTS Writing Task 2 (Essay)

Some people believe that universities should focus only on academic education, while others think they should also promote mental health and well-being activities.

Discuss both views and give your opinion.

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19/04/2026

Department of English and Humanities at BRAC University held a 'Translation Workshop by Jackie Kabir' on 16 April 2026, aimed at ENG 465: Translation Studies students. The event provided an interactive session on translation, where Kabir shared her experiences with translating literary texts between Bangla and English; and engaged students with practical exercises from her anthology, Crimson Letters.

Dr. Sabreena Ahmed coordinated the workshop and emphasized* the link between theory and practice in translation studies. Jackie Kabir is noted for her contributions to literary translation, including works like Silent Noise and Bangla translations of NgΕ©gΔ© wa Thiong'o's work. The workshop underscored BRAC University's commitment to nurturing emerging translators and scholars.

π‘π‘œπ‘‘π‘’: π΅π‘œπ‘‘β„Ž π‘’π‘šπ‘β„Žπ‘Žπ‘ π‘–π‘§π‘’π‘‘ π‘Žπ‘›π‘‘ π‘’π‘šπ‘β„Žπ‘Žπ‘ π‘–π‘ π‘’π‘‘ π‘Žπ‘Ÿπ‘’ π‘π‘œπ‘Ÿπ‘Ÿπ‘’π‘π‘‘, 𝑏𝑒𝑑 π‘‘β„Žπ‘’π‘¦ π‘Žπ‘Ÿπ‘’ 𝑒𝑠𝑒𝑑 𝑖𝑛 π‘‘π‘–π‘“π‘“π‘’π‘Ÿπ‘’π‘›π‘‘ π‘Ÿπ‘’π‘”π‘–π‘œπ‘›π‘ . πΈπ‘šπ‘β„Žπ‘Žπ‘ π‘–π‘§π‘’π‘‘ (π‘€π‘–π‘‘β„Ž π‘Ž '𝑧') 𝑖𝑠 π‘ π‘‘π‘Žπ‘›π‘‘π‘Žπ‘Ÿπ‘‘ 𝑖𝑛 π΄π‘šπ‘’π‘Ÿπ‘–π‘π‘Žπ‘› π‘Žπ‘›π‘‘ πΆπ‘Žπ‘›π‘Žπ‘‘π‘–π‘Žπ‘› πΈπ‘›π‘”π‘™π‘–π‘ β„Ž, π‘€β„Žπ‘–π‘™π‘’ π‘’π‘šπ‘β„Žπ‘Žπ‘ π‘–π‘ π‘’π‘‘ (π‘€π‘–π‘‘β„Ž π‘Žπ‘› '𝑠') 𝑖𝑠 π‘π‘Ÿπ‘’π‘“π‘’π‘Ÿπ‘Ÿπ‘’π‘‘ 𝑖𝑛 π΅π‘Ÿπ‘–π‘‘π‘–π‘ β„Ž, π΄π‘’π‘ π‘‘π‘Ÿπ‘Žπ‘™π‘–π‘Žπ‘› π‘Žπ‘›π‘‘ 𝑁𝑒𝑀 π‘π‘’π‘Žπ‘™π‘Žπ‘›π‘‘ πΈπ‘›π‘”π‘™π‘–π‘ β„Ž. π΅π‘œπ‘‘β„Ž π‘Žπ‘Ÿπ‘’ π‘π‘Žπ‘ π‘‘-𝑑𝑒𝑛𝑠𝑒 π‘“π‘œπ‘Ÿπ‘šπ‘  π‘œπ‘“ π‘‘β„Žπ‘’ π‘£π‘’π‘Ÿπ‘ "π‘’π‘šπ‘β„Žπ‘Žπ‘ π‘–π‘§π‘’" π‘œπ‘Ÿ "π‘’π‘šπ‘β„Žπ‘Žπ‘ π‘–π‘ π‘’".

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19/04/2026

Over the past decade, close observation of leading global universities reveals a clear pattern: higher education systems are increasingly designed not only to impart knowledge but to directly contribute to national economic development. Bangladesh now faces an urgent need to rethink its own higher education model in this context.

Education and work are no longer separate domains. In today’s global knowledge economy, education must evolve beyond traditional academic instruction and integrate work-oriented learning that prepares graduates for real-world employment. Higher education should therefore be viewed not merely as a public service, but as a strategic sector with direct implications for productivity, employment, and economic growth.

A fundamental issue lies in the mismatch between education outcomes and labor market needs. Of every 100 students completing higher secondary education in Bangladesh, only a small proportionβ€”perhaps 10 to 20β€”enter high-skilled professions such as engineering, medicine, or senior administrative roles. The majority, however, do not transition into employment pathways aligned with their academic training.

This disconnect is further highlighted by migration patterns. While countries like India are often cited for exporting highly skilled professionals, the reality is more nuanced: alongside top-tier talent, a large number of workers migrate with general or mid-level skills. For Bangladesh, this underscores a critical pointβ€”economic planning must account not only for top-performing graduates but also for the broader population that requires practical, marketable skills.

Given the country’s continued reliance on sectors such as Ready-Made Garments (RMG) sector and income from Remittances, strengthening the pipeline of skilled workers is as important as producing high-level professionals.

One potential pathway forward is the β€œunitec” model, which emphasizes structured collaboration between universities, polytechnics, and industry. The objective is not to commercialize education, but to make institutions more responsive, sustainable, and aligned with labor market demands.

This model rests on three core components:

1. Institutional Integration
Universities should establish formal linkages with polytechnic institutions and industry partners. Global examples demonstrate the effectiveness of such systems. In Australia, the TAFE network operates alongside universities such as RMIT University, enabling students to combine academic study with technical training. Similarly, Community Colleges in the United States provide flexible, skill-oriented pathways that complement university education.

2. Dual-Track Degree Structure
Students would pursue a three-layer qualification model:

An academic degree in their chosen discipline
One industry-certified technical skill aligned with their field
One additional cross-functional or entrepreneurial skill

This ensures that graduates leave university with both theoretical knowledge and demonstrable competencies.

3. Flexible Credit Systems
An Academic Bank of Credits framework could allow certifications and prior learning to be formally recognized. For instance, internationally recognized credentials could substitute for certain academic courses, promoting lifelong learning and modular education pathways.

Curricula must become more flexible, demand-driven, and time-efficient. One approach is block-mode learning, where students focus intensively on one course at a time. This model enables deeper engagement and allows students to combine study with part-time work, gaining experience before graduation.

Additionally, greater emphasis can be placed on coursework-based master’s programs, which are widely adopted in countries such as Australia, the UK, Canada and the US. These programs are designed to produce workforce-ready graduates and attract large numbers of international students.

A reformed system also requires a sustainable financing model. One option is a graduate contribution framework in which students pay a portion of tuition upfront, while the remaining cost is recorded and repaid gradually once they reach a certain income threshold.

Unlike traditional loans, this system would function as a contribution toward strengthening higher education. Funds could be reinvested into career services, technical training, research, internships, and international opportunities. A tiered university classification system could further differentiate funding structures and institutional roles.

If implemented effectively, the unitec model could significantly improve graduate employability and productivity. Even modest gains in employment outcomes could translate into substantial economic benefits through higher incomes and increased remittances.

More importantly, this approach would help Bangladesh transition from exporting low-skilled labor to mid- and high-skilled workers, increasing the value of its global workforce. Over time, improved quality and relevance in higher education could also attract international students, generating additional revenue and enhancing the country’s global academic reputation.

As the Fourth Industrial Revolution reshapes labor markets, some jobs will disappear, but many technical and service-oriented roles will remain essential. Automation and artificial intelligence cannot replace hands-on work such as electrical maintenance, plumbing, or infrastructure repair. Demand for skilled technical workers will continue to grow globally.

Bangladesh’s ambition to become a developed nation by 2050 depends heavily on the strength of its human capital. Achieving this goal will require higher education institutions that are not only academically sound but also economically relevant.

A realistic target would be to develop a group of globally competitive universities alongside a broader network of regionally strong, skills-oriented institutions. With strategic reforms such as the unitec model, Bangladesh can build an education system that connects learning with employment and positions the country for long-term prosperity.

BRAC University Admission Test and SAT style questions focus on clarity, grammar, rhetorical skills and logical development.

Question 1: Thesis Clarity

Which choice best states the main claim of the passage?

A. Universities should focus only on academic excellence to remain globally competitive.
B. Bangladesh must redesign higher education to better align with employment and economic needs.
C. International students are essential for university funding worldwide.
D. Technical skills are more important than academic knowledge in all cases.

Correct Answer: B
Rationale: The passage consistently argues for aligning education with employment and economic outcomes.

Question 2: Logical Transition

Which sentence best introduces the paragraph on the β€œunitec” model?

A. However, many students prefer traditional academic pathways.
B. Therefore, a structured and integrated model is needed to address these challenges.
C. Similarly, universities in developed countries are more advanced.
D. In contrast, Bangladesh has fewer universities.

Correct Answer: B
Rationale: The passage moves from identifying problems to proposing a solution, requiring a cause-effect transition.

Question 3: Concision

Which revision best improves the following sentence?

β€œEducation can no longer remain limited to the traditional idea of knowledge acquisition alone.”

A. Education can no longer be only about knowledge.
B. Education is no longer limited to traditional ideas.
C. Education can no longer remain limited.
D. Education is about knowledge and other things.

Correct Answer: A
Rationale: This version is concise while preserving meaning.

Question 4: Precision of Language

Which word best replaces β€œthings” in the phrase below?

β€œpractical and marketable things”

A. ideas
B. skills
C. objects
D. concepts

Correct Answer: B
Rationale: β€œSkills” is the most precise and contextually appropriate.

Question 5: Sentence Placement

Where should the following sentence be placed for best logical flow?

β€œThis highlights the importance of preparing a broader range of students for employment.”

A. After the discussion of top-performing students
B. Before introducing migration examples
C. After the paragraph on global university models
D. At the conclusion of the passage

Correct Answer: B
Rationale: It logically bridges the discussion of student outcomes and migration trends.

Question 6: Grammar – Subject-Verb Agreement

Choose the correct version:

A. The majority of students requires practical skills.
B. The majority of students require practical skills.
C. The majority of students requiring practical skills.
D. The majority of students has require practical skills.

Correct Answer: B
Rationale: β€œMajority of students” takes a plural verb because β€œstudents” is plural.

Question 7: Rhetorical Effectiveness

Why does the author mention countries like Australia and the United States?

A. To criticize their education systems
B. To provide evidence of successful integrated education models
C. To compare population sizes
D. To argue that Bangladesh should copy them exactly

Correct Answer: B
Rationale: These examples support the feasibility of the proposed model.

Question 8: Combining Sentences

Which option best combines the sentences below?

β€œUniversities should be flexible. They should respond to market demand.”

A. Universities should be flexible, and they should respond to market demand.
B. Universities should be flexible and responsive to market demand.
C. Universities, being flexible, respond to demand.
D. Flexible universities respond.

Correct Answer: B
Rationale: This is the most concise and effective combination.

Question 9: Tone and Style

Which phrase best maintains a formal academic tone?

A. a big problem
B. a serious issue
C. a huge deal
D. a bad thing

Correct Answer: B
Rationale: β€œSerious issue” is formal and appropriate.

Question 10: Conclusion Effectiveness

Which revision strengthens the conclusion?

A. Bangladesh might improve someday.
B. Bangladesh must act quickly to align education with economic goals to ensure future prosperity.
C. Education is important everywhere.
D. Universities should exist in all countries.

Correct Answer: B
Rationale: It reinforces urgency and ties back to the main argument.

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Britain and European Union have agreed that the UK will rejoin the Erasmus+ student exchange program from the 2027/28 ac...
17/04/2026

Britain and European Union have agreed that the UK will rejoin the Erasmus+ student exchange program from the 2027/28 academic year, marking a symbolic but significant step in improving post-Brexit relations between London and Brussels.

UK government confirmed it will contribute Β£570 million for the first year of participation, a figure that includes a 30% discount compared with the standard terms available under the existing UK–EU trade agreement. More than 100,000 people in the UK are expected to benefit in the first year, according to official estimates.

UK to Rejoin Erasmus+ from 2027 in Post-Brexit EU Reset Britain and the European Union have agreed that the UK will rejoin the Erasmus+ student exchange program from the 2027/28 academic year, marking a symbolic but significant step in improving post-Brexit relations between London and Brussels. The...

15/04/2026

BRAC University Admission Test Preparation
Cloze Test with options by Bright Prep
Imagine the frustration of sitting in a classroom unable to understand the language spoken by the teacher. We know empirically that children learn better when their native languages are integrated in their early years of schoolingβ€”and for more than three decades, Mamadou Amadou Ly has worked to ensure just that. He works passionately to strengthen education in West and Central Africa by supporting the use of ______(1) languages.

Under his leadership, the nonprofit Associates in Research and Education for Development has partnered with public schools and education authorities to expand ______(2) education that integrates native languages with French from the earliest years of learning. The organization’s work contributed to the development of Senegal’s ______(3) Model of Bilingual Education and has improved education in Senegal and beyond.

Ly’s pioneering efforts highlight a simple but powerful truth: when education reflects the languages and lived experiences of children, it allows them to learn and grow with ______(4).

Options:

(1)
A. foreign
B. native
C. international
D. colonial

Answer: B. native

(2)
A. monolingual
B. bilingual
C. digital
D. vocational

Answer: B. bilingual

(3)
A. Unified
B. Harmonized
C. Central
D. Standard

Answer: B. Harmonized

(4)
A. confusion
B. fear
C. confidence
D. hesitation

Answer: C. confidence

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12/04/2026

Boost your English with the best.
Learn with expert teachers from the British Council, certified by the University of Cambridge (CELTA & DELTA).

Book your consultation today at Brac University Merul Badda or Bright Prep.

Where will English take you?

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10/04/2026

Brac University awards scholarships based on the highest overall scores in a program group across all intakes of a trimester, not on individual program admission merit lists. Thus, leading a specific merit list does not ensure a scholarship.

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09/04/2026

Brac University Readmission: In some cases, students do not leave a faculty entirely but switch to a different branch within the same field. Tunan, a recently graduated student from Brac University had moved from Electrical and Electronic Engineering (EEE) to CSE during her first year. She felt she could not cope with the requirements of circuit design and lab work. "I already had a pre-existing affinity for programming," she says. Tunan felt that CSE offered more diverse career options and a better fit for her skills.

Reference:
https://tinyurl.com/5n7djs6z

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