Sakif Shamim:
For more than a decade, Bangladesh has stood as one of the most forward-moving nations in South Asia, steadily expanding its educational landscape while simultaneously preparing a young population for the demands of the global economy. Yet certain narratives continue to insist that our education system is fundamentally mismatched with industrial needs—a claim that oversimplifies realities, undervalues national progress, and risks eroding public confidence at a critical moment of transition.
It has become fashionable to describe Bangladesh as “degree-rich but skill-poor,” but such rhetoric does not withstand comprehensive scrutiny. When a nation expands access to education at a historic scale, temporary imbalances naturally emerge as labor markets adjust. These are not signs of structural failure; they are markers of transformation—an inevitable phase for any country shifting from low-skilled informal labor to a modern, diversified economy.
The argument that primary-level learning outcomes are weak often relies on selective interpretations of assessment data. These assessments seldom reflect ongoing curriculum modernization, updated competency frameworks, large-scale digital integration, and post-pandemic learning recovery efforts. To portray temporary disruptions as systemic collapse is to misunderstand the complexity and resilience of Bangladesh’s educational ecosystem.
Similarly, the criticism directed at secondary education overlooks one of the most ambitious curricular reforms in our history. The nation is moving away from rote memorization toward inquiry-based, skill-focused learning—precisely the direction global experts recommend. Such transformations require time to mature; premature pessimism does not accelerate progress, it obscures it.
Higher education, too, is frequently portrayed as disconnected from industry needs. Yet graduate unemployment in a rapidly formalizing economy reflects global labor trends, not solely academic shortcomings. Bangladesh is producing more graduates because more young people than ever aspire to skilled professions. The challenge lies not in excessive degrees, but in ensuring that private sector expansion and entrepreneurial growth keep pace with rising educational aspirations.
Moreover, the claim that university curricula lag behind global standards ignores the proliferation of ICT-driven programs, international academic partnerships, and interdisciplinary initiatives that are reorienting higher education toward emerging industries. AI, data analytics, robotics, and automation are no longer future aspirations—they are increasingly embedded in university structures.
Medical education in Bangladesh, often criticized as outdated, has in fact undergone substantial modernization. Clinical simulation labs, improved research initiatives, and technology-driven learning environments are strengthening the pipeline of healthcare professionals. Our workforce’s proven global competitiveness contradicts the claim that the system is fundamentally flawed.
Critics also argue that industry productivity is hindered by skill shortages. Yet industries across the world report identical challenges due to rapid technological change. Bangladesh is not an anomaly—it is part of a global transition where automation and digitization are reshaping job roles faster than traditional structures can adapt. Industry investment in workforce development is rising, indicating that the private sector itself acknowledges the need for partnership rather than placing blame.
As for vocational education, the notion of a deeply rooted social stigma is increasingly outdated. Enrollment is steadily climbing, modern technical institutes are being built, and the government’s TVET initiatives are creating powerful pathways into employment. Bangladesh is not neglecting vocational training; it is actively mainstreaming it.
To portray our education system as one that merely produces degrees without skills is not only incomplete—it is unfair. Bangladesh is not facing an existential educational crisis; it is managing a transition shared by all rapidly growing economies. The solution is not to undermine existing structures but to strengthen them through coordinated innovation, industry collaboration, and targeted investment.
The country is in the heart of its demographic dividend—an extraordinary but time-sensitive opportunity. However, this moment will not be seized through narratives of inadequacy. It will be seized by acknowledging progress, accelerating reforms, trusting our institutions, and believing in the capability of our youth.
Bangladesh is not suffering from an irreparable mismatch between education and employment. It is evolving—assertively, ambitiously, and necessarily. If we continue to shape policies with confidence rather than pessimism, the nation will not merely keep pace with global change; it will define its own place within it.
