BRACU Pre University Course

Brac University offers various undergraduate programs designed for academic excellence and a supportive learning environment. Admission requirements vary by program, generally requiring a minimum GPA of 3.5 in SSC and HSC or equivalent, and specific grades in relevant subjects. Applicants must complete a written admission test with sections tailored to each program.

Candidates with breaks in studies of up to three years are accepted. Credit transfers and visiting student applications are permitted under specific conditions. Additional requirements include remedial courses for certain candidates and the necessity for foreign students to obtain equivalence certificates. For further assistance, prospective students are encouraged to contact the Bright Prep.

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Brac University Admission Requirements – Bright Prep Study in Dhaka Brac University Admission Requirements November 25, 2025November 25, 2025 Brac University Undergraduate Programs – Admission Requirements, Eligibility and Application Guide Brac University offers a wide range of undergraduate programs designed to prepare students for a dynamic acade...

Bright Prep Cloze Test: Dhaka experienced two back-to-back earthquakes on 22 November, striking just one second apart. According to the Bangladesh Meteorological Department, the first tremor originated in Dhaka’s Badda area, while the second hit Narsingdi. These incidents occurred only a day after a powerful 5.7-magnitude quake shook the country, causing casualties and structural damage.

Bangladesh lies on a major tectonic collision zone and is crisscrossed by several active fault lines. Experts warn that the recent increase in seismic activity should not be taken as reassurance; instead, they argue that the relative calm of recent decades may be a (1) __________ to a more significant event.

Of the 60 earthquakes recorded since 2024, many ranged between magnitudes 3.0 and 4.0, reflecting a clear upward trend. With rapid urbanization and weak construction standards, the country remains dangerously (2) __________ to earthquake damage. Dhaka, in particular, is often ranked among the world’s most earthquake-prone cities, highlighting the urgent need for stronger preparedness and (3) __________ measures.

Options
1.
A. diversion
B. precursor
C. conclusion
D. alternative

2.
A. resistant
B. exposed
C. isolated
D. fortified

3.
A. mitigation
B. celebration
C. fabrication
D. substitution

Facing strong objections from students, North South University (NSU) has withdrawn its earlier decision to conduct online classes on Thursday (November 13).

A new notice, signed by the university’s Registrar and issued around 2:15 pm on Wednesday (November 12), cancels the previous announcement and states that all classes and examinations will now be held in person according to the regular schedule. A university official confirmed this development around 3 pm.

Earlier, NSU had announced that in-person classes and exams would remain suspended on November 13 due to “unavoidable reasons,” and that classes would be conducted online instead. The decision drew sharp criticism from students, many of whom accused the authorities of aligning with the Awami League’s political agenda.

The University Grants Commission (UGC) also expressed dissatisfaction with universities shifting to online classes for the day.

Under mounting criticism, NSU reversed its decision and confirmed the continuation of regular physical classes.

Meanwhile, Shanto-Mariam University, East West University, Daffodil International University, American International University–Bangladesh (AIUB), Eastern University, and Sonargaon University have maintained their plans to hold classes online on November 13.

Public anxiety has grown amid a lockdown program in Dhaka, reportedly called by some fugitive leaders of the Awami League, whose activities were banned for November 13. Over the past two days, several incidents of arson attacks on vehicles, including a university bus in Dhaka, have raised safety concerns among educational institutions.

Question 1 (Main Idea)

Which of the following best summarizes the central idea of the passage?

A) NSU announced new academic policies for the upcoming semester.
B) NSU reversed its decision to shift to online classes after public criticism.
C) The UGC encouraged all universities to conduct online exams.
D) Students supported the university’s move to remote learning.

Question 2 (Detail / Evidence)

Which piece of evidence from the passage best supports the answer to Question 1?

A) “The new notice… cancels the previous notice and states that classes and exams will be held in person.”
B) “Earlier, a notice stated that in-person classes would be closed on November 13.”
C) “The notice was issued at around 2:15 pm on Wednesday.”
D) “Shanto-Mariam University and others maintained their decision to hold online classes.”

Question 3 (Inference)

It can be reasonably inferred from the passage that NSU’s reversal was mainly influenced by—

A) concerns about technical difficulties in conducting online classes
B) pressure from the University Grants Commission and negative student reactions
C) logistical issues related to bus services
D) the continuation of online classes by other universities

Question 4 (Vocabulary in Context)

In the sentence “Students expressed their anger after the matter was published in the media,” the word “expressed” most nearly means—

A) stated formally
B) felt deeply
C) showed openly
D) hid carefully

Question 5 (Text Structure)

Which best describes the structure of the passage?

A) It begins with a summary of events, then analyzes the political causes behind them.
B) It presents a sequence of decisions by various universities, then explains one university’s reversal.
C) It compares the policies of public and private universities regarding online education.
D) It offers a chronological account of protests by students against government policy.

Question 6 (Command of Evidence – Grammar)

Which version of the underlined portion is most grammatically correct?

“Students accused the authorities of such a decision as the political agenda of the Awami League.”

A) accused the authorities of such a decision as the political agenda
B) accused the authorities that such a decision was the political agenda
C) accused the authorities of taking such a decision as part of a political agenda
D) accused that authorities had such political agenda

Question 7 (Rhetorical Function)

Why does the author mention that “several other universities… maintained their decision to hold online classes”?

A) To show that NSU’s reversal was an isolated response to criticism
B) To suggest that all universities faced the same level of student protest
C) To emphasize government influence over university decisions
D) To highlight the lack of coordination among different universities

Question 8 (Contextual Vocabulary)

The word “fugitive” in the phrase “fugitive leaders of the Awami League” most nearly means—

A) dishonest
B) escaped or hiding from the law
C) former
D) controversial

Question 9 (Tone)

The tone of the passage can best be described as—

A) celebratory and optimistic
B) critical and investigative
C) neutral and factual
D) persuasive and emotional

Question 10 (Evidence-Based Writing)

Which revision best improves the clarity and conciseness of the following sentence?

“Over the past two days, there have been incidents of vehicles being set on fire in various districts and divisional cities of the country, including the capital.”

A) In recent days, vehicles have been set on fire in several cities, including the capital.
B) Vehicles being set on fire have occurred in the past two days across districts.
C) Over the two past days, fires of vehicles took place in cities and the capital.
D) In various districts and cities, incidents of vehicles being burned have been happening.

Investing in Minds, Not Just Buildings by Bright Prep
Brac University undergraduate domestic and international admission test preparation coaching for spring 2026

UNESCO recommends that nations allocate at least 5.5 percent of their GDP to education, with a separate, protected share for research and development (R&D). The reasoning is simple: education and R&D are inseparable. A country that invests in research invests in the creative and intellectual power of its people. Without that foundation, even the most advanced classrooms and digital tools remain hollow symbols of progress.

Yet Bangladesh continues to underinvest in both education and research, spending well below the regional average. Instead of nurturing minds, we channel funds into administrative overheads, short-term projects, and brick-and-mortar expansions that contribute little to genuine learning. The outcome is all too familiar: a frustrated teaching force, an education system increasingly dependent on private coaching, and a generation trained to chase grades rather than pursue knowledge.

Raising teachers’ salaries is not an act of generosity—it is an act of national investment. Countries like Singapore and China transformed their education systems not through chance, but through deliberate policies that placed teachers at the heart of reform. In contrast, we continue to justify low pay, effectively discounting the value of our children’s future.

Bangladesh must recognize that education begins with the teacher—not the classroom, not the curriculum, and certainly not the project file. Until we do, our aspirations for progress will remain just that: aspirations, not achievements.

MCQ Cloze Test: Education and Investment in Bangladesh [H2]

UNESCO recommends that each country allocate at least _____ percent of its GDP to education.
A) 3.5 B) 4.0 C) 5.5 D) 6.0

UNESCO also advises a separate and protected allocation for _____ and _____ (R&D).
A) Science and Technology B) Research and Development C) Reading and Discipline D) Reform and Direction

Education and R&D are described in the passage as _____.
A) Independent B) Optional C) Inseparable D) Expensive

A nation that invests in research invests in the _____ and _____ capacity of its people.
A) Mental and Physical B) Creative and Intellectual C) Social and Economic D) Moral and Spiritual

Without that foundation, even the most modern infrastructure or digital classroom remains _____.
A) Hollow B) Useful C) Advanced D) Expensive

Bangladesh continues to _____ in both education and R&D.
A) Overinvest B) Underinvest C) Maintain D) Lead

The country spends far less than the _____ average on education.
A) Global B) National C) Regional D) Annual

Instead of nurturing minds, funds are poured into _____ overheads and projects.
A) Administrative B) Educational C) Academic D) Instructional

These funds go to brick-and-_____ expansions that add little value to learning outcomes.
A) Stone B) Wall C) Cement D) Mortar

The result is a _____ teaching force.
A) Motivated B) Trained C) Disillusioned D) Hopeful

The education system has become _____-dependent.
A) Coaching B) Test C) Exam D) Digital

Students are learning to chase _____ rather than knowledge.
A) Jobs B) Grades C) Fame D) Titles

Raising teachers’ salaries is not an act of _____, but an act of national investment.
A) Charity B) Generosity C) Kindness D) Luxury

Singapore and China transformed education by placing _____ at the heart of national policy.
A) Students B) Administrators C) Teachers D) Politicians

Persisting with _____ pay for teachers is described as selling the future at a reduced cost.
A) High B) Medium C) Low D) Equal

Education begins with the _____, not the classroom or curriculum.
A) Student B) Teacher C) Principal D) System

The dream of progress will remain just that — a _____.
A) Success B) Vision C) Dream D) Reality

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In the upcoming UK budget, Chancellor Rachel Reeves is expected to raise the minimum wage to £12.70 an hour, equivalent to £26,416 annually for a full-time job. This is narrowing the gap between minimum wage positions and professional roles that require a degree. Some smaller law firms, for example, already pay newly qualified solicitors barely more than minimum wage. “Why would young people take on £45,000 of student debt if they can earn the same stacking shelves?” one executive told the Financial Times.

Business leaders’ concerns are understandable—but they are missing the bigger picture. This isn’t a story of university losing value. It’s a story of Britain becoming a lower-wage economy.

The raw undergraduate earnings premium—the simple difference between graduate and non-graduate median salaries—stands at roughly £11,500 per year. Earnings typically accelerate as graduates gain experience, and lifetime earnings remain substantially higher for degree holders. The most comprehensive recent analysis estimates that the average UK graduate earns about 20% more in net lifetime earnings than a comparable non-graduate, equivalent to roughly £130,000 for men and £100,000 for women after taxes and student loan repayments.

The issue isn’t whether university pays off. It’s that in the current UK economy, everything pays off less. Investing in education remains the primary mechanism for improving life chances. The problem is structural—not the fault of recent graduates.

The UK is undergoing a fundamental shift relative to other advanced economies, transitioning from a top-tier wage economy to a mid-tier one. Compression of graduate starting salaries against the minimum wage is a symptom of this broader downward trend. Since the 2008 financial crisis, wage growth in the UK has stagnated compared with peer nations.

Much has been written about Britain’s “productivity puzzle,” and one likely factor is underinvestment in workforce training by British firms. Rather than upskilling employees, the burden falls disproportionately on universities. This, in turn, fuels government pressure on higher education to respond to employer needs, including calls to eliminate so-called “low-value degrees.” Yet universities, removed from day-to-day workplace realities, are poorly placed to provide role-specific training.

When neither employers nor universities effectively address in-demand skills, the result is a low-investment, low-productivity trap that depresses wages across the economy. Until private sector leaders tackle this through renewed training investment, blaming recent graduates or universities for wage compression is misplaced.

Wage compression affects all workers but is most visible at the graduate entry level, where starting salaries are squeezed from below by rising minimum wages and from above by stagnant mid-career earnings.

The average English graduate now carries £53,000 in student debt. In a high-wage-growth economy, such debt is a clear investment in a rapid salary trajectory. In a low-growth economy, it carries a different risk profile. Social mobility implications are real: students from families that can subsidize early career years face lower risk than those who cannot.

Nonetheless, the fundamental calculus favoring university education remains. Graduates still earn more, enjoy better employment prospects, and have more career options. Returns may be smaller in a lower-wage economy—think a graduate premium of 15% rather than 20% or reaching peak earnings in your early 50s rather than mid-40s—but the trajectory still leads upward.

Britain risks settling into a mid-tier wage economy unless firms start investing in workers like their international competitors. Without this, graduates may seek higher wages abroad, creating a brain drain. Meanwhile, universities are pressured to scrap “low value” degrees, and employers slash training, expecting graduates to bring skills they no longer provide. The graduate premium persists—but in a lower-wage economy, expect it to be smaller.

Question 1 (Multiple Choice, Reading Comprehension – Main Idea)

The main purpose of the passage is to:

A) Argue that universities are overcharging students for low-value degrees.
B) Explain that rising minimum wages are making university degrees obsolete.
C) Emphasize that university remains a worthwhile investment despite wage stagnation in the UK.
D) Suggest that students should avoid law careers due to low starting salaries.

Answer:
C – The passage’s main point is that university still offers long-term financial benefits even as wage compression affects starting salaries.

Question 2 (Evidence-Based)

Which of the following statements from the passage best supports the author’s claim that university is still a sound investment?

A) “Some smaller law firms are already paying newly qualified solicitors barely more than minimum wage.”
B) “The lifetime earnings premium for graduates—additional income compared to non-graduates—remains substantial, with graduates earning about 20% more over their careers.”
C) “Business leaders worry about the value of university degrees.”
D) “The UK is transitioning to a lower-wage economy.”

Answer:
B – This sentence provides direct evidence that graduates earn significantly more over their lifetimes.

Question 3 (Inference)

Based on the passage, which of the following can be inferred about the relationship between minimum wage increases and graduate salaries?

A) Rising minimum wages will soon eliminate the financial advantage of a degree.
B) Wage compression makes entry-level graduate salaries appear closer to minimum wage but does not erase the lifetime earnings advantage.
C) All graduate careers now start at minimum wage.
D) Employers will always pay graduates less than minimum wage.

Answer:
B – The passage explains that wage compression affects entry-level salaries, but the long-term graduate earnings premium persists.

Question 4 (Vocabulary in Context)

In the passage, the word “compression” in “wage compression” most nearly means:

A) Reduction in the difference between high and low wages
B) Increase in minimum wages
C) Rapid career advancement
D) Removal of certain university degrees

Answer:
A – Wage compression refers to the narrowing gap between entry-level and mid-level salaries.

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University Grants Commission (UGC) of Bangladesh has partnered with the British Council to enhance higher education quality, focusing on academic leadership, teacher development, and institutional capacity. The agreement was signed in the House of Lords, UK, with the initiative of Baroness Rosie Winterton and attended by Brac University Registrar Dr. David Dowland.

University Grants Commission of Bangladesh and British Council sign an agreement in the House of Lords - Bright Prep UGC and British Council Sign Partnership to Enhance Higher Education in Bangladesh The University Grants Commission (UGC) of Bangladesh has signed a partners...

Cloze Test by Bright Prep
Professor Syed Manzoorul Islam was an enlightened teacher who viewed education and teaching not merely as a __________ (1), but as a moral pursuit and a human __________ (2), said speakers at a memorial in Brac University recently.

Professor Manzoorul believed that the true goal of education was not simply to acquire __________ (3) or degrees but to awaken knowledge, beauty, and human __________ (4) within the learner—nurturing minds that are not only informed but also humane and socially __________ (5), they said.

Known to his students and colleagues as __________ (6), Professor Manzoorul, renowned for his teaching, literary brilliance, and principled engagement with Bangladesh's cultural and civic spheres, passed away on __________ (7) while receiving treatment at Labaid Hospital in Dhaka.

The Department of __________ ( 8 ) and Humanities, where he used to teach literature courses, organized the memorial on __________ (9). Professor Manzoorul was the founding __________ (10) of the department and a key member of the team that designed its __________ (11).

Students read out short stories, and Associate Professor Asifa Sultana and Assistant Professor Syeda Farzana Sultana, former students of Professor Manzoorul at the University of Dhaka who went on to become his colleagues, rendered __________ (12).

The program ended with a video compiled by Lecturer Shakika Rubaiat urging the youth to follow in Professor Manzoorul’s __________ (13) in leaving a meaningful mark in the world.

The memorial featured heartfelt tributes from friends and colleagues, including Rasheda K. Chowdhury, member of the board of __________ (14), Brac University; Pro-Vice-Chancellor Arshad Mahmud Chowdhury; Professor Emeritus Manzoor Ahmed; and Md. Golam Samdani Fakir, director of the Learning and Teaching __________ (15) Centre.

Word Bank:

English

23 October 2023

adviser

curriculum

Rabindra Sangeet

footsteps

trustees

Innovation

profession

responsibility

information

values

conscious

SMI

10 October 2025

School of Law (SoL) Brac University has joined the first-ever Attorney General’s Office (AGO) Internship Program 2025, jointly organized by the Attorney General’s Office of Bangladesh and the United Nations Development Programme (UNDP). The program was officially launched at a ceremony held at the Supreme Court Auditorium, Dhaka.

This groundbreaking initiative marks a milestone in Bangladesh’s legal education and public service collaboration. It aims to nurture competent, ethical, and results-oriented legal professionals who will contribute to judicial reform, institutional strengthening, and the modernization of prosecution services. Through structured training, mentorship and real-world exposure at the country’s highest legal institution, the program seeks to empower young law graduates with practical skills and professional insight.

Under the overarching theme “Youth Contribution to Justice Reform in Bangladesh,” the initiative underscores a shared commitment to developing the next generation of justice leaders.

The launch event was graced by distinguished dignitaries, including Dr. Asif Nazrul, Adviser to the Ministry of Law, Justice, and Parliamentary Affairs, as Chief Guest; Md. Asaduzzaman, Attorney General for Bangladesh and Program Chair; Mr. Stefan Liller, Resident Representative, UNDP Bangladesh; H.E. Håkon Arald Gulbrandsen, Ambassador of Norway; H.E. Nicolas Weeks, Ambassador of Sweden and Mr. Zainul Abedin, Vice-Chairman, Bangladesh Bar Council.

Representing Brac University, Professor K. Shamsuddin Mahmood, Dean of the School of Law, participated as a panelist in Panel Discussion 1: “The Role of Youth in Justice Reform.” He emphasized the need to empower young legal professionals to engage in justice reform, ethical practice, and public service.

The ceremony introduced twenty-five young legal interns—twelve women and thirteen men—from the University of Dhaka, University of Rajshahi, North South University and Brac University—selected as the inaugural cohort for 2025.

Notably, six distinguished alumni from the School of Law Brac University were selected among the twenty-five “Young Legal Minds of Bangladesh” for this prestigious program. They are Sreoshi Karmakar, Kabery Moniza Riddhi, Faysal Al Nahian, Moloy Saha, Kaoshik Dey Badhan, and Ahad Uddin.

Their selection and appointment as interns at the Attorney General’s Office stand as a testament to the School of Law’s commitment to academic excellence, experiential learning, and the cultivation of ethically driven, competent law graduates.

The School of Law reaffirmed its dedication to supporting national justice initiatives and expressed its intent to continue collaborating with the Attorney General’s Office and UNDP Bangladesh to promote experiential legal education, policy reform, and the professional growth of Bangladesh’s future legal leaders.

This collaboration also advances the United Nations Sustainable Development Goals (SDG 4: Quality Education and SDG 16: Peace, Justice, and Strong Institutions) by fostering capacity building and strengthening justice sector partnerships.

SAT and BU Reading Questions

Question 1: Main Idea

Which of the following best states the main purpose of the passage?
A) To criticize the limitations of Bangladesh’s legal education system.
B) To announce BRAC University’s participation in a national legal internship initiative.
C) To describe the personal achievements of BRAC University law alumni.
D) To outline the curriculum of the Attorney General’s Office Internship Program.

✅ Correct Answer: B
Explanation: The passage primarily announces BRAC University’s involvement in a new, national-level legal internship program and highlights its goals and significance.

Question 2: Vocabulary in Context

In the context of the passage, the word “pioneering” (paragraph 2) most nearly means:
A) traditional
B) cautious
C) groundbreaking
D) complicated

✅ Correct Answer: C
Explanation: “Pioneering initiative” means an innovative or groundbreaking effort — something being done for the first time.

Question 3: Inference

Based on the passage, what can be reasonably inferred about the goals of the AGO Internship Program?
A) It seeks to replace university-based legal education with field training.
B) It aims to improve the efficiency and ethics of future legal professionals.
C) It intends to train only graduates from public universities.
D) It focuses primarily on international law and diplomacy.

✅ Correct Answer: B
Explanation: The passage emphasizes developing “competent, ethical, and results-oriented legal professionals” and supporting “judicial reform and institutional strengthening.”

Question 4: Author’s Tone

The author’s tone throughout the passage can best be described as:
A) critical and skeptical
B) enthusiastic and formal
C) informal and conversational
D) detached and indifferent

✅ Correct Answer: B
Explanation: The passage uses formal academic language and expresses pride and optimism about BRAC University’s participation.

Question 5: Evidence-Based

Which sentence from the passage best supports the idea that the program aligns with global development goals?
A) “The program was officially inaugurated at a ceremony held at the Supreme Court Auditorium in Dhaka.”
B) “The launch ceremony was graced by distinguished guests, including ambassadors from Norway and Sweden.”
C) “This collaboration also advances the United Nations Sustainable Development Goals (SDG 4: Quality Education and SDG 16: Peace, Justice, and Strong Institutions).”
D) “He emphasized the importance of engaging young legal professionals in justice reform, ethical legal practice, and public service.”

✅ Correct Answer: C
Explanation: This line explicitly links the program to the UN Sustainable Development Goals.

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British Council co-owner of IELTS offers a comprehensive IELTS preparation course with a minimum 6.5* band score guarantee. This course provides expert guidance and personalized feedback from Cambridge University-accredited IELTS teachers, who also offer a digital certificate and badge. Participants can take authentic Cambridge-designed IELTS Mock Tests and join the IELTS Language Clubs for practice with networking.

To book a consultation, visit the Brac University Learning Center or Bright Prep.

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Studying at Brac University is not just about earning a degree — it is about personal growth, leadership and transformation. It is about discovering one’s potential and using it to create positive change in society. As Brac University opens admissions for Spring 2026, it invites students to take the first step toward a brighter, more meaningful future.

To embark on this transformative journey, students can apply through the university’s official website at https://www.bracu.ac.bd/apply-now. This is more than just an opportunity for education — it is an invitation to transform your future.

Brac University with Georgia Institute of Technology: Georgia Tech has received a $100 million bequest from late alumnus John W. Durstine, which will transform the George W. Woodruff School of Mechanical Engineering. The largest single gift in Tech's history will establish endowed chairs, professorships and faculty awards; ensuring the Institute continues to recruit, develop and retain world-class faculty for generations to come.

Durstine's legacy will live on in every discovery, innovation and student who learns from the faculty his gift supports. The Woodruff School offers one of the nation's largest and most influential mechanical and nuclear engineering programs, with over 110 faculty and 3,000 students. The gift will allow Georgia Tech to attract both early careers rising stars and internationally recognized pioneers of academia, keeping the school at the forefront of innovation.

Did you know that Brac University's new pro vice chancellor Arshad Mahmud Chowdhury has earned a PhD in Electrical and Computer Engineering from the Georgia Institute of Technology, USA.

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