Bangladesh needs a national academic credit wallet

Imagine a student in Bangladesh who has completed a BSc in Economics at a public university and now wishes to pursue a BBA at a private university.

Despite significant overlap in subjects such as microeconomics, statistics and business mathematics, the student is often required to repeat many courses because there is no standardised national system for recognising previously earned academic credits.

The result is unnecessary coursework, longer study periods and increased financial pressure.

This is not an isolated inconvenience but a structural weakness affecting thousands of learners each year.

A practical solution would be the establishment of a National Academic Credit Depository – a centralised digital platform that stores, verifies, transfers and redeems academic credits earned across institutions, programmes and even non-formal learning environments.

Commonly known as an Academic Credit Bank or Credit Accumulation and Transfer System, such a mechanism would function like a digital wallet for learning.

It would allow students to carry credits between accredited institutions without losing prior achievements.

The system would rely on Recognition of Prior Learning (RPL), standardised credit equivalence and a national framework based on learning hours and measurable outcomes.

angladesh has already laid some policy foundations. The Bangladesh National Qualifications Framework (BNQF) envisions a national credit accumulation and transfer system with provisions for credit waivers, bridging programmes and recognition of prior learning across schools, technical education and higher education.

However, the framework largely remains a policy aspiration rather than an operational system.

The need for reform is becoming increasingly urgent. Bangladesh’s expanding higher education sector, rising interdisciplinary demand and emphasis on lifelong learning require greater academic flexibility.

At present, students who change institutions, interrupt studies or switch disciplines frequently lose previously earned credits and are forced to start again.

This wastes time, talent and resources. A national credit depository would enable flexible pathways.

A student could pause studies, complete a diploma or certificate, and later return to finish a degree without losing progress.

Such a system would also strengthen employability by recognising learning acquired through industry training, online courses and professional experience.

Several countries already provide successful models. South Korea introduced its Academic Credit Bank System (ACBS) in 1998, allowing credits from universities, vocational institutes and self-study programmes to count towards recognised degrees.

India launched the Academic Bank of Credits (ABC) under its National Education Policy 2020.

Each student receives a unique digital ID through which credits are stored and transferred across registered institutions. By 2026, the system had registered more than 31 million students.

Europe’s European Credit Transfer and Accumulation System (ECTS) standardises credits across 48 countries, facilitating student mobility and automatic recognition of study periods abroad.

Australia’s Qualifications Framework similarly supports transparent credit transfer between vocational and higher education sectors.

These international examples demonstrate that credit depositories are no longer experimental ideas but essential infrastructure for modern education systems.

Common features include central oversight, standardised credit definitions, quality assurance and strong digital systems.

Bangladesh, however, would face several challenges in implementation.

Standardising credit systems and grading structures across public universities, private universities, affiliated colleges, madrasahs and technical institutions would be a complex task.

A secure digital platform with reliable student identification and data protection mechanisms would also be necessary.

Institutional resistance may emerge as some universities could fear losing academic autonomy or being compelled to accept credits from lower-quality programmes.

Faculty members and administrators would require training in learning outcome assessment and credit mapping.

Furthermore, issues of digital inequality must be addressed to ensure accessibility for rural students and disadvantaged groups.

Despite these obstacles, the long-term benefits are substantial.

Students would enjoy reduced educational costs, shorter degree completion times and greater academic mobility.

Working professionals could return to education without sacrificing earlier achievements.

Institutions would benefit from streamlined admissions and improved retention, while the national economy would gain a more adaptable and skilled workforce.

Most importantly, such a reform would transform higher education from a rigid system into a learner-centred one. In an era of changing careers and continuous reskilling, flexibility in education is no longer optional.

Bangladesh already possesses the policy foundation through the BNQF and growing momentum towards credit standardisation. What remains absent is the operational mechanism.

The government, University Grants Commission, Ministry of Education and Bangladesh Accreditation Council should jointly develop a roadmap and launch pilot programmes involving selected public and private universities.

The student seeking to move from economics to business is not asking for special treatment, but for a system that recognises learning fairly and efficiently.

A National Academic Credit Depository could become one of the most significant structural reforms in Bangladesh’s higher education sector – a quiet but transformative revolution driven by digital innovation and educational flexibility.

(The writer works as Senior Assistant Director at Strategic Planning & Quality Assurance Division, University Grants Commission of Bangladesh (UGC).)