Understanding the disconnect between degrees and jobs in Bangladesh
Md. Zarif Rahman, and Kazi Ferdous Pavel
This article was originally published in Dhaka Tribune on September 12, 2024.
Bangladesh is currently witnessing a remarkable surge in youth engagement across various sectors, exemplified by the “Mass Uprising of 2024”, which began as a student-led protest and evolved into a nationwide movement for political reform. This uprising has ignited hope for a rejuvenated nation, often referred to as “Bangladesh 2.0”, focused on building a more inclusive and accountable future. Yet, as we navigate this post-uprising phase, it is crucial to address the underlying issue that fueled this discontent: unemployment. One of the core factors driving the youth’s disillusionment with the previous government was the stark disconnect between educational qualifications and job market needs.
Recent data from the Ami Probashi app, a government-endorsed digital platform for aspiring migrant workers, underscores this issue. The platform’s statistics reveal a troubling trend: over three-fourths of 2,477 PhD holders have opted for blue-collar jobs abroad. This stark preference highlights a significant mismatch between educational qualifications and available job opportunities in Bangladesh. While some have secured roles as engineers, accountants, or medical doctors, the majority—1,879 individuals—have chosen “laborer” as their preferred job category. This trend is not confined to PhDs; approximately 50,000 graduates and postgraduates are also seeking low-skilled positions in traditional migration destinations. Experts attribute this to a shortage of professional opportunities domestically, driving educated individuals to low-skill jobs in pursuit of better prospects.
A recent study by the Institute of Informatics and Development (IID), which surveyed over 3,000 households across 10 districts, further underscores this disconnect. The study reveals that only 4% of parents are employed in their field of study, while a notable 56% work in fields unrelated to their major. Moreover, 40% of respondents, mainly housewives, are not on payroll. Despite these findings, the study shows a surprising optimism among parents regarding the role of educational institutions in preparing children for future careers. Specifically, 54.5% of parents believe that educational institutions are equipping their children with valuable skills, while 26.7% disagree and 18.9% are unsure. This paradox highlights a gap between the perceived value of education and the actual employment outcomes.
Understanding the disconnect
The optimism of parents about the effectiveness of educational institutions, despite the evident mismatch, suggests a potential lack of awareness or understanding of job market realities. Many parents might believe that acquiring an education, regardless of its relevance to current job market demands, is sufficient for future success. This highlights a critical need for improved career counseling and clearer communication about evolving job market trends.
The high percentage of parents working outside their field of study indicates a need for a more dynamic and adaptable education system. This system should integrate vocational training and practical skill development into the curriculum, ensuring that students are not only theoretically knowledgeable but also practically prepared for diverse career paths. The current curriculum reform debate should address this disparity by focusing on disciplines with limited job prospects, scrutinizing advanced degrees in these fields, and making entry into these programs more stringent to ensure quality and relevance.
Expanding career pathways beyond traditional routes
The existing education system predominantly channels students into university graduation programs due to a lack of alternative options. This narrow focus limits career choices and does not align with the realities of the current job market, which increasingly values practical skills over traditional academic degrees. Promoting diverse career pathways post-HSC (Higher Secondary Certificate) is essential. Encouraging vocational training, apprenticeships, and short-term courses in emerging sectors can offer viable career choices that do not necessarily require a university degree. Existing vocational training mechanisms should be updated to align with job market demands to enhance employability.
Shifting societal values toward skills and practical training
A societal shift is essential to address this issue. The cultural emphasis on obtaining a degree, often irrespective of its market value, must be reconsidered. Parents, educators, and policymakers should encourage students to pursue careers based on their skills and market demand rather than societal expectations. This involves promoting the dignity of all forms of labor and recognizing the value of vocational and technical education. To effect this change, mass awareness is necessary—from grassroots to policy levels.
The job market increasingly values specific skills over academic certificates, emphasizing the need for educational institutions to update their assessment systems to better align with employment requirements. Youths must be more aware of investing in skills that are employable rather than pursuing certificates that lack value. This approach would also reduce dependency on civil service exams and ensure that institutional academic training better prepares students for the job market.
Building a Collaborative Approach to Align Education with Employment
Aligning education with employment requires a collaborative effort. Policymakers must work closely with educational institutions, industries, and communities to develop curricula that are both relevant and practical. By doing so, we can better equip the next generation with the skills needed to thrive in a dynamic job market, reducing the need for our brightest minds to seek low-skilled employment abroad.
This approach not only addresses immediate employment challenges but also paves the way for a more resilient and adaptive workforce. It’s time to rethink our educational priorities and societal values to create a system that truly prepares our children for the future. Without this realignment, we risk repeating historical cycles of unrest and dissatisfaction.
Kazi Ferdous Pavel is working as Joint Director (Research) and Head of the Education Unit at the Institute of Informatics and Development (IID). Md. Zarif Rahman is working as a Research Associate at IID.
