Benchmarking Undergraduate Curriculum for Agrotechnology Discipline at Khulna University of Bangladesh

Abstract

Benchmarking is an instrument for appraisal, development plus performance enhancement. This research aimed to assess the effectiveness of the Bachelor of Science in Agriculture (Honours) curriculum of Agrotechnology Discipline and to conduct a comprehensive analysis for understanding the implementation of benchmarking as a competing tool for perfection. To examine the research questions, a descriptive-analytical method was used. The research revealed that the newly developed OBE curriculum of Agrotechnology Discipline follows UGC template, BAC standards and BNQF, provision of both summative and formative assessments strategies are in place. However, the PLOs and CLOs are more in numbers with huge curriculum load. In addition, it is evident that the curriculum had well-articulated course structure with ISCED code for all the courses. But provision of lesson plan was missing and poor assessment strategies were used. The results stressed the importance of developing a curriculum that embraces inclusivity and diversity. Furthermore, it should be updated to address the demands and complexities of the 4.0IR. For enhancement, improvement and transformation, a review of curriculum content is crucial. This can be accomplished by arranging pedagogical training for the faculties by integrating hands-on activities that prompt students to think critically and address challenges in the modern era.