Summary：**Heartbreaking: Only 6% Gain Entry to DU’s Science Unit****Introduction** The University of Dhaka’

**Heartbreaking: Only 6% Gain Entry to DU’s Science Unit**

**Introduction**
The University of Dhaka’s (DU) Science Unit has announced that a mere 6 % of applicants secured admission for the 2025‑2026 academic year, sparking widespread concern among students, educators, and policymakers. The stark figure underscores the intensifying competition for limited seats in one of Bangladesh’s most prestigious science faculties.

**Key Developments**
According to the DU admission office, 12,400 candidates sat for the entrance examination, but only 744 were offered places in the Science Unit’s undergraduate programs. The selection process, which combined written test scores with SSC/HSC results, recorded a cut‑off mark of 85 %—the highest in the past five years. Officials attribute the surge in applicants to the growing demand for STEM careers, expanded scholarship opportunities, and heightened awareness of DU’s research facilities. Meanwhile, several coaching centers reported a 30 % increase in enrollment for preparatory classes, reflecting the heightened pressure on prospective students.

**Industry Analysis**
Education analysts warn that the 6 % acceptance rate signals a bottleneck in Bangladesh’s higher‑education pipeline. Dr. Fahima Rahman, a senior researcher at the Bangladesh Institute of Development Studies, notes that while DU’s reputation attracts top talent, the limited capacity exacerbates inequities, particularly for students from rural districts who lack access to quality preparatory resources. The trend mirrors global patterns where elite institutions see declining admission rates amid rising applicant pools, yet it raises questions about the nation’s ability to produce enough graduates to meet the growing demand for scientists, engineers, and technologists in sectors such as pharmaceuticals, IT, and renewable energy.

**Future Outlook**
DU administration has pledged to explore options for expanding the Science Unit’s intake, including the introduction of parallel shift classes and the utilization of online laboratory modules. Simultaneously, the Ministry of Education is reviewing a proposal to increase funding for public science colleges, aiming to alleviate pressure on flagship universities. Stakeholders agree that a multifaceted approach—combining infrastructure investment, merit‑based scholarships, and outreach programs—will be essential to broaden access while maintaining academic standards.

**Conclusion**
The alarming 6