Towards a STEM-first education system

Bangladesh's education system produces few STEM-trained graduates. The White Paper on the country's economic situation notes that about 60 per cent of university students study arts and social sciences, and only 12 per cent study science, technology, engineering, or math (STEM) at public universities.

Enrollment in STEM is even lower in colleges. On one hand, this can mean a weak demand for high-tech skills in the economy. On the other hand, this also means Bangladesh has to rely on foreign skills for expanding skill-driven industries.

The service and industry sectors rely more on technicians and vocational graduates than on university engineers or scientists. With few high-tech firms, demand for STEM graduates remains low, a 'catch-22' unless industrial policy shifts toward technology.

At the school level, the situation is similar. The percentage of SSC and HSC students choosing the science stream has declined sharply over the decades. In 1990, 42 per cent of SSC candidates were in science; by 2012, this had fallen to 32 per cent.

At the HSC level, the science share fell from 28 per cent to 24 per cent over the same period. In contrast, liberal arts accounted for nearly half of enrollments. Science courses are often perceived as challenging and expensive. Private tuition costs for science are high, and there is a shortage of qualified science teachers too.

EARLY EXPOSURE TO STEM: To produce a smart generation, Bangladesh must attract students to STEM from the secondary level upward. This means teaching basic scientific, technological, economic, and statistical concepts to all students, not just science majors. For example, introducing economics and statistics in high school can develop analytical thinking in arts and commerce students as well as future scientists. Exposing students to practical tech ideas, such as digital devices or data projects, can spark curiosity.

In practice, Bangladesh should shift its approach from rote memorisation to project-based learning, as countries like Malaysia have done.

Experience shows that making STEM subjects enjoyable and compulsory can reverse declines. In Bangladesh, the 2012-21 ICT Master Plan emphasised computer literacy in all schools. Separately, the government introduced information and communications technology (ICT) classes for every student.  

Similarly, if STEM subjects are taught in interactive ways, with labs and science fairs, even students in non-science streams will gain valuable skills. The goal is that by the end of secondary school, every young person, whether in the arts, business, or science, will have acquired some practical science and math skills and be familiar with technology and data analysis in their daily life.

CASE IN POINT: MALAYSIA, INDIA, VIETNAM, SOUTH KOREA: Bangladesh's situation is not unique among developing countries. Many nations have consciously focused on STEM to drive economic growth. For example, Malaysia has reformed its science curriculum and set a national target that 60 per cent of university graduates should be in STEM fields. As a result of these policies, Malaysia already has one of the highest shares of STEM graduates in the world - about 40 per cent  of its tertiary graduates earn STEM degrees.

Only a few countries approach that level: Tunisia, the UAE, and South Korea also have shares of around 35-40 per cent. India, with the largest youth population, still produces an enormous number of STEM graduates (currently about 34 per cent of its university graduates), and by volume it leads the world. China reportedly produced roughly 4-5 million STEM graduates per year in the mid-2010s (though data vary).

Countries like Malaysia, India, and Vietnam are case studies of rapid STEM growth; Bangladesh can study their curricula and policies.

WHAT DRAGS US BACKWARD?: Bangladesh faces several obstacles in shifting to a STEM-first education system. A key barrier is the lack of resources and infrastructure. Many rural and underfunded schools lack labs, computers, or even reliable internet.

UNESCO notes that Bangladesh's education spending is low, about half of Malaysia's level, so capital investment in lab equipment and teacher training must increase.

There is also a shortage of qualified teachers. Experts and school officials frequently note that many schools do not have enough science teachers or that teachers lack practical training.. Without well-trained instructors, reforms fail to reach classrooms.

Cultural attitudes are another barrier. Long-standing fear of science among students means many avoid STEM even when opportunities exist. Families and communities may steer girls away from technical studies, though this is slowly changing. Bangladesh must continue campaigns to break stereotypes: for example, the new curriculum aims to attract more girls into science by keeping it compulsory.

The existing economy is also a hurdle. With a labour market dominated by low-tech garments and services, there is little perceived job demand for new engineering graduates.

The white paper bluntly noted that educated youth are "incompatible with the structure" of Bangladeshi industries. Without clear career paths in Industry 4.0, students have little incentive to pursue majors in STEM fields.

Another challenge is transition pain. Transitioning to STEM-first education involves modifying exams, teacher training, and textbooks. In 2023, the government actually eased school streams by allowing all students to study science through Grade 10. Some argue that eliminating subject streams (science, commerce, and humanities) might be necessary again. But such changes require careful planning to avoid disrupting millions of students.

LISTEN TO INDUSTRY 4.0 DEMANDS: Globally, the Fourth Industrial Revolution is creating new types of jobs that demand STEM skills. Emerging fields include artificial intelligence, machine learning, robotics, data science, the Internet of Things (IoT), biotechnology, and renewable energy engineering.

In Bangladesh, the booming tech sector should align with this trend: over 4,500 IT/ITES companies now employ about 750,000 ICT professionals, and export revenues exceeded $1.3 billion in 2021. Specific roles in high demand include cloud architects, cyber-security engineers, AI specialists, full-stack developers, data scientists, and DevOps engineers.

Preparing students for these careers involves teaching computer science, coding, and digital skills from an early age. It also means providing all students with a foundation in statistics and data analysis, as even non-technical jobs require data literacy.

Subjects like computational thinking and basic programming can be introduced in secondary math or science classes. Key STEM disciplines for Industry 4.0 include computer science (software and data), electrical and mechanical engineering (for robotics/automation), biotechnology, and materials science (for new manufacturing methods).

MOVING TO A STEM-FIRST EDUCATION SYSTEM: A STEM-first system would treat science and math as core literacy for all, rather than optional streams. This requires curriculum integration. For example, Singapore and Finland, top performers in the PISA (Programme for International Student Assessment) rankings, integrate science, math, and technology projects into primary and secondary education.

In Finland, schools utilise advanced digital tools in the classroom, where students learn coding, 3D design, and robotics from an early age. Lessons are often project-based, emphasising problem-solving and collaboration. Singapore has also introduced critical thinking and coding into its national curriculum.

Adopting a similar approach in Bangladesh could involve co-teaching math and science with applied projects. Rather than separate class sections, mixed lessons could cover statistics while also teaching economics or social science.

Educational technology (e.g., interactive simulations, online labs) can help where physical labs are lacking. Assessment systems would also shift from rote exams to competency-based evaluations, testing practical understanding of science and math.

At higher levels, universities and colleges should continue to expand their STEM capacity. Scholarships or quotas for science fields should be offered. Vocational pathways in technology should be upgraded, too. Ideally, a student interested in engineering could choose a technical diploma at HSC or enroll in a polytechnic, with both routes leading to good jobs.

POLICY REQUIREMENTS: Government policy must support these changes. National ICT policies (2009-2018) include sections on expanding computer literacy and ICT use in schools. The current Education Sector Plan (2020-2025) also emphasises technology-based learning. These frameworks align with a STEM-first approach, but need implementation.

More broadly, education policy should be integrated with industry policy. Experts argue that without linking STEM education to high-tech economic plans, it will not yield significant benefits.

Bangladesh can learn from Malaysia's 60:40 policy or from countries that tie university seats to economic priorities. The government could launch initiatives for public-private STEM partnerships, such as tech companies sponsoring labs or internships in schools, or university-industry projects.

The education system must link to economic goals: STEM training should match the needs of Industry 4.0 (AI, data, automation, biotech, etc.), so that students see clear career paths. The process is a long and painstaking one; hence, everyone needs to have a mentality to absorb the initial mess to obtain a sustainable goal.

Tareq Ahmed Robin is a mechanical engineer and an entrepreneur who works with ideas driven by technology and industrial needs. Mohammad Saiful Islam is a journalist focusing on industries and businesses.
msislam8686@gmail.com