How to fix Bangladesh's broken promise

Higher education in Bangladesh has long been equated with upward social mobility, economic security, and national progress. A university degree was generally seen as a ticket to employment and stability, thus worth the sacrifices imposed upon both families and students. That view shaped public policy, institutional expansion, and individual aspiration. Today, however, this long-standing equation between education and opportunity is increasingly strained.

More university graduates are produced in Bangladesh than at any time in the country's history. Over 0.7 million (seven lakh) students graduate from universities every year, with nearly two-thirds coming from colleges affiliated with the National University. Yet unemployment among graduates has risen to an all-time high of approximately 13 per cent—the highest among all levels of education. About one in every three unemployed persons in the country holds a university degree, whilst the unemployment rate is lowest for those without any formal education. These numbers do not reflect failed students but a widening mismatch between the education system and the labour market.

A structural disconnect: This is a structural disconnect. The two-decade-long expansion of higher education has been informed by legitimate demand: young people seek skills, dignity, and stable livelihoods in an increasingly competitive economy. Yet whilst enrolment and graduation rates have risen rapidly, job creation-let alone skilled and professional job creation-has lagged. The consequence is not just unemployment but widespread underemployment, in which graduates work in areas unrelated to their academic training and often with limited prospects for advancement.

This is especially true for segments of higher education that remain heavily orientated towards rote learning and examination performance. Many institutions still favour credentialing over skill acquisition. The curriculum is often devoid of meaningful interaction with industry at large, with internships, project-based learning, and applied training peripheral rather than integral. Employers seek graduates possessing problem-solving capacity, communication skills, digital literacy, and workplace readiness-competencies that many students find difficult to demonstrate as they enter the job market.

Arts and humanities— the vulnerable cohort: Arts and humanities graduates are particularly vulnerable in this landscape. Whilst such students are indeed trained in critical thinking, analysis, and communication, they are often viewed as ill-suited for work in a labour market that narrowly conceives of value in terms of technical or immediately monetisable skills. Consequently, many find their way into clerical work, private tutoring, or temporary employment that has little to do with their academic preparation. Over time, this underutilisation of talent incurs both economic and social costs.

These challenges are compounded by broader economic factors, where private investment has slowed, industrial diversification has remained limited, and automation is rapidly changing the nature of work. Even under the best conditions, Bangladesh is estimated to be able to absorb no more than 300,000 (0.3 million) new graduates annually-far fewer than the current output. Meanwhile, investment as a share of GDP (gross domestic product) has fallen whilst dominant sectors of the economy have struggled to generate sufficient quality employment. These indicators make the case that an education-led strategy is limited without accompanying labour market reform.

Personal consequences of systemic failures: For individual students, these structural mismatches have highly personal consequences. Many students engage in part-time or informal work during their studies, dividing their attention and prolonging time to graduation. Others choose fields of study based on perceived employability rather than aptitude or interest, thereby narrowing higher education's intellectual purpose. Anxiety, burnout, and disillusionment are increasingly prevalent, all further compounded by digital platforms that reinforce individual stories of success whilst concealing systemic obstacles.

Individual suffering is not the only consequence. Educated unemployment and underemployment lead to a loss of public confidence in institutions and a lowered level of confidence in merit-based achievement. They also exacerbate brain drain, as migration often becomes a rational response to constrained opportunity at home. Studies show that 35 per cent of National University graduates are still jobless by age thirty, compared with 14 per cent graduating from private universities and 29 per cent from public universities-a disparity revealing fractures within the higher education system itself.

Towards a systemic response: Such a challenge requires a matching, systemic response. Universities must move beyond being degree-awarding institutions to redefine themselves as centres of learning, interdisciplinarity, and skills development. Academic rigour should not be eschewed, but it must be complemented by practical exposure, transferable competencies, and engagement with real-world problems. Work experience through internships, project-based learning, and industry-academia collaboration must be integrated into curricula rather than remaining optional add-ons.

Government policy has an essential role to play. Enforcement of quality standards, regulation of unchecked institutional expansion, and alignment of education policy with employment strategy are no longer matters of discretion. Investment-led job creation should be emphasised, especially in high-value and labour-absorbing sectors. Public-private partnerships can help bridge the gap between training and employment, whilst career guidance and entrepreneurship support can open pathways beyond traditional salaried work.

Signs of gradual adjustment: There are signs of gradual adjustment. Vocational and technical education-long peripheral-has gained renewed attention, with rising enrolment and clearer links to employment. Universities are beginning to introduce interdisciplinary programmes in technology and applied fields. Alternative career models, including freelancing and portfolio work, are becoming more visible. These developments reflect adaptability within the system, but they remain uneven and insufficient in scale.

A critical juncture: This moment should be recognised not as a crisis but as a transition. Degrees must continue to promote critical thinking, ethical reflection, and intellectual depth, whilst also equipping graduates with adaptable skills relevant to a changing economy. Bangladesh is at a critical juncture in its demographic trajectory, with a large and growing cohort of educated youths. Whether this dividend becomes an asset or a liability will depend on the choices made now.

Graduates are not demanding guarantees in an uncertain global economy. What they seek is equity: a reasonable correspondence between effort and opportunity. When education repeatedly fails to honour its implicit bargain, it shatters the confidence of those who revere it. Degrees begin to become tokens of aspirations delayed rather than catalysts for mobility.

The challenge is clear. Bridging the gap between education and employment demands institutional reform, policy coherence, and sustained investment. Nothing less will assure young people, higher education institutions, and the country as a whole that long-term social and economic stability can be achieved.

Epan Mohammad Arman can be reached at imifan563@gmail.com