In the international landscape of education and career achievement, students from certain regions, particularly North America, Europe, and East Asia, frequently excel compared to their Bangladeshi peers. This gap has led to debates among educators, policymakers, and students. A 2023 World Bank report indicates that Bangladesh has lower rankings in global education metrics, facing obstacles such as reduced literacy rates, inadequate access to quality education in rural settings, and a lack of investment in educational infrastructure. In the 2023 Global Competitiveness Index (GCI), Bangladesh was placed 116th out of 179 countries. This shows the deficiencies in its educational system and technological development.
A study conducted by UNESCO in 2022 revealed that students in Bangladesh, particularly those from low-income households, often encounter obstacles such as limited digital skills, inadequate educational resources, and overcrowded classrooms. According to a UNICEF report released in 2022, approximately 40 per cent of school-aged children in rural areas of Bangladesh lack access to reliable internet, further impeding their ability to utilise contemporary educational tools. Additionally, the increasing global need for professionals in STEM is required. The Bangladesh Bureau of Statistics indicated in 2023 that merely 5.0 per cent of students are enrolled in STEM-related programmes. The global statistics show that over 30 per cent of students are involved in STEM education.
Moreover, a 2023 report from the International Labor Organisation (ILO) indicates that the youth unemployment rate in Bangladesh is at 15.75 per cent. The actual number of unemployed may be much higher considering many students opt for continuing education till they find a suitable job. The 2023 World Economic Forum revealed that Bangladesh's education system performs poorly in digital literacy, with only 24 per cent of students exhibiting basic technology skills, in contrast to 78 per cent in nations such as Singapore and Estonia. A 2024 study by the Asian Development Bank (ADB) disclosed that the Bangladeshi government allocates merely 1.77 per cent of its GDP (gross domestic product) to education, significantly lower than the global average of 4.5 per cent, which hampers efforts to enhance infrastructure, teacher quality, and the availability of scholastic materials.
The following are the contributing factors to the disparity that persists in students' education and career outcomes, along with a roadmap to success.
Quality of education: One major factor contributing to the disparity is the standard of education. The Global Competitiveness Index 2023 published by the World Economic Forum indicates that Bangladesh is ranked 118th in education quality, achieving a score of only 24.91 out of 100, which is markedly lower than the global average of 47.8. Developed nations place a strong emphasis on experiential learning, critical thinking, and research-based education, enabling their students to acquire the necessary skills for success in the 21st century. Conversely, universities in Bangladesh frequently focus on rote memorisation and theoretical concepts. A report from the University Grants Commission of Bangladesh in 2022 revealed that fewer than 10 per cent of the universities in the nation possess active research facilities, despite having a total student population of 1.0 million.
Access to technology: A survey conducted in 2023 by the International Telecommunication Union indicated that 92 per cent of university students in South Korea and 87 per cent in the United States have access to high-speed internet and digital learning resources. In contrast, only 45 per cent of university students in Bangladesh enjoy reliable access to such technology. Furthermore, a 2024 study highlighted that 62 per cent of Bangladeshi students encountered challenges with consistent internet availability, with cost and speed being the main issues. The Bangladesh Computer Council (BCC) has played a role in developing ICT human resources by providing training to more than 236,000 people, including educators and students, in various ICT skills, but this initiative faced setbacks due to mismanagement and significant corruption.
Internship and practical experience: Numerous developed nations incorporate internships and hands-on training into their university programmes. For example, a 2022 study by the European Higher Education Area revealed that 85 per cent of university students in Germany participate in internships before graduation. In Bangladesh, a significant number of internships are unpaid, complicating matters for students who lack the financial resources to engage in such opportunities. Additionally, insufficient partnerships between educational institutions and industries create a disconnect between academic preparation and the demands of the industry. According to the Bangladesh Bureau of Statistics, fewer than 30 per cent of students acquire any type of practical experience throughout their academic journey.
A roadmap for improvement: The government and the private sector should boost their investment in research. Creating specialised research laboratories and promoting innovation with grants and awards can cultivate a spirit of inquiry. The establishment of research clubs by various universities in Bangladesh could significantly impact our future generations. While countries like South Korea dedicate 4.5 per cent of their GDP to research and development, Bangladesh allocates a minimal 0.03 per cent. Furthermore, the mobile internet speed in Bangladesh is 73 per cent slower than that of India, while fixed broadband is 31 per cent slower, as reported by Surfshark's 5th annual DQL index. Bangladesh was positioned 82nd out of 121 countries in this index. Improvement of this would enhance Bangladesh's R&D.
Bangladeshi universities need to enhance their collaboration with industries to ensure that students acquire practical skills. Implementing compulsory internship programmes and establishing career counselling units can equip students for the workforce. For instance, as of 2023, China has set up more than 100 collaboration centres between universities and industries, allowing over 75 per cent of its students to obtain hands-on experience before graduation. Likewise, Germany's programmes include dual-study systems where students alternate between academic learning and industry placements, contributing to an 85 per cent employment rate among recent graduates.
Programmes such as startup incubators, mentorship initiatives, and seed funding for young entrepreneurs can promote innovation. A report from the ICT Division of Bangladesh in 2024 indicated that fewer than 15 per cent of the supported startups are based in rural or semi-urban regions only. Extending these initiatives to regional universities and establishing entrepreneurship boot camps could help address this disparity.
The government of Bangladesh has to take decisive action to encourage students to actively participate in online forums, international conferences, and exchange programmes. Bangladeshi students continue to benefit greatly from scholarship programmes like the SUSI Scholar Program, Erasmus Mundus, Fulbright, and Visiting Scholar. Furthermore, South Asian intellectuals, SAARC scholarship, must be more available. Students with outstanding academic qualifications must be given privileged access to these programmes, which allow them to expand their professional horizons and pursue high-quality education.
Dr Tasnimul Islamis a faculty member at University of Liberal Arts Bangladesh (ULAB). [email protected]
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