The number of Bangladeshi migrant workers has soared from just 6,078 in 1976 to a staggering 15.5 million, as reported by Expatriate Welfare and Foreign Employment Minister Imran Ahmad in September 2023.
On a net basis, remittances constitute our largest source of foreign exchange earnings, contributing nearly USD 23 billion last year through formal channels.
When one takes into consideration that an estimated 3 to 5 family members are supported by each migrant worker, meaning nearly 50 to 70 million people, or around 30-40 per cent of Bangladesh’s total population, are indirectly sustained by the income generated by migrant workers.
While the number of migrant workers has increased, the quality of jobs they pursue hasn’t maintained pace. A fraction of these migrant workers remains in low-skilled, low-paying and high-risk jobs.
In many Western countries, declining birth rates have led to a negative population growth, creating major imbalances between retired and working populations. This demographic shift places a significant strain on social welfare systems as fewer workers support an increasingly large and retired population.
Bangladesh, with one of the highest population densities globally, is well-positioned to leverage these demographic trends. As one of the world’s leading manpower exporters, Bangladesh can play a key role in supplying labour to both developed countries with labour deficits and developing regions in need of skilled and semi-skilled workers.
To unlock the full potential of manpower exports, Bangladesh needs to invest in vocational training and incorporate it into the mainstream SSC and HSC-based education systems. The country cannot afford to treat this as a secondary initiative. This integration will provide students with more options for post-SSC or HSC education.
Unsurprisingly, just like everything else in this country, the quality of education offered through Bangla medium schools has deteriorated significantly; leading families who can afford it to opt for private English medium schools instead.
Last year, in HSC, for example, had a pass rate of nearly 78 per cent, out of which 7 per cent received a GPA 5. In contrast, at A levels, only 1 per cent of the students receive all As. HSC exams have been criticiszed for emphasising rote memorization with limited acceptability at foreign universities.
The university admission test scores of SSC/HSC students in Bangladesh with GPAs between 3.5 and 5 show significantly high standard deviations, and the average score as a percentage is so low it hardly merits public disclosure. At many private universities, Bangla medium students have to attend special courses in order to improve proficiency for pursuing undergraduate level work. Integrating technical training and vocational education will make government-run academic institutions relevant again.
Although technical institutes and vocational schools are present in the country, attending these institutions often limits the opportunity space of students as these institutes lack general education.
This can lead to students becoming stuck in a specific skill that may not be their desired career path or one with limited potential due to changes in the global job market. Also, both stand alone technical institutes and vocational schools carry the stigma of being non-traditional, often requiring regular schooling to complement.
The strategy of infusing vocational training in regular government schools and colleges as such would provide more alternatives for our SSC and HSC students, as they can become productive citizens’ earlier working in local manufacturing and service industries.
These schools already have brand recognition and an extensive alumni network. More importantly, these students can opt for foreign jobs where medium-skilled manpower is in great demand and pay way more. Of course, the option to pursue higher education will always be there. Not to mention, regular schools also provide a secure environment for pursuing vocational training.
On a limited scale, the Bangladesh government has rolled out internship programs. Students that have received practical training while pursuing schooling will be ready for internship opportunities both in government and the private sector. Armed with loads of practical experience, students will further enhance their marketability.
Countries like Germany have already demonstrated the transformative power of vocational training through their renowned dual education system. By integrating technical and vocational education and training (TVET) into traditional educational systems, Germany has developed a skilled workforce that feeds into its economy, significantly contributing to both industrial growth and global competitiveness.
Bangladesh stands to gain immensely by adopting a similar approach, especially as it seeks to create a pipeline of highly skilled, high-earning workers for both local and global markets.
The country’s ambitious attempt to overhaul its education system through the National Curriculum 2022 has encountered significant challenges, threatening to derail the country’s educational progress. Introduced with the aim of modernising education to meet 21st-century demands, the curriculum has faced widespread criticism due to poor implementation, lack of teacher preparedness, and unclear content objectives.
These failures have forced the government to reconsider the viability of the National Curriculum 2022; discussions that started during the last regime are still underway to roll back parts of these changes.
This setback of the National Curriculum 2022 presents a critical opportunity for Bangladesh to rethink its approach to education. Rather than focusing solely on traditional academic reforms, the interim government should seize this moment to introduce foreign manpower development-focused vocational training into the national curriculum.
Today, the demand for medium-skilled labor globally is greater than ever. Industries like healthcare, auto manufacturing, construction, and information technology are calling for workers who not only understand the theory behind their tasks but can also apply practical knowledge to the job. Unfortunately, many Bangladeshi workers remain trapped in low-paying jobs because they lack the specialised skills and qualifications required by these industries.
To further strengthen vocational training and enhance the earning potential of migrant workers, Bangladesh can create synergies between key national institutions. Both the Bangladesh Technical Education Board (BTEB) and the Bureau of Manpower, Employment and Training (BMET) are crucial players in this effort. These organizations can collaborate with traditional SSC/HSC education boards to integrate vocational training into the national curriculum.
Germany’s Dual Vocational Education and Training (Dual VET) system offers an exemplary model for Bangladesh. This system blends theoretical classroom learning with practical, on-the-job training in industries. Trainees typically spend 70 per cent of their time gaining real-world experience through apprenticeships and the remaining 30 per cent in classroom instruction. The system creates graduates who are not just academically prepared but also equipped with hands-on experience that global employers value.
The National Curriculum 2022 may have failed to deliver on its promises, but its shortcomings provide a timely opportunity for the government to rethink its approach to education reform. By integrating vocational training into the national curriculum and focusing on foreign manpower development, Bangladesh can better prepare its students not only for traditional jobs but also for higher-paying opportunities abroad.
Now is the time to act, ensuring that the next generation of Bangladeshi workers is equipped with the skills, certifications, and global readiness required to succeed in a competitive world.
