Imagine graduating from university only to realise your degree has left you unprepared for the job market. You spent years studying outdated courses, using inadequate facilities, and being taught by underqualified faculty. Now, you are one of the 800,000 unemployed university graduates in Bangladesh, struggling to find work. This is not a rare story — it is the reality for far too many young Bangladeshis.
Bangladesh’s higher education system is at a breaking point. The country now has 170 universities — 55 public and 115 private — most of which were established in the last 15 years. This expansion was meant to improve access to higher education, but one critical factor was ignored in the rush to open new institutions: quality. The result is a system that churns out degrees but fails to equip students with the skills they need to succeed.
The government’s focus on increasing the number of universities has created a crisis where quantity has overshadowed quality. Institutions have been set up without adequate planning, faculty, or infrastructure. Consider Chandpur Science and Technology University, established in 2020, still lacks a proper campus. Habiganj Agricultural University operates from rented buildings with space for only 180 students. These are not isolated incidents but a reflection of the broader trend of hurried expansion without proper oversight.
Even well-established institutions are struggling. Jagannath University lacks sufficient student housing, and a film and television department at another public university shares just two cameras and one editing computer among its students. Such inadequate resources make it nearly impossible for students to gain practical experience, leaving them ill-prepared for their respective fields.
One of the most alarming issues is the shortage of qualified faculty. According to the University Grants Commission, 16 universities do not have teachers who meet international standards. Many institutions lack vice-chancellors, and 72 private universities have fewer than ten professors. The hiring process in many universities is riddled with political interference, with faculty appointments often based on connections rather than merit. As a result, many educators treat their positions as mere jobs rather than as roles that require them to guide and inspire students.
Education should be a bridge to opportunity, but in Bangladesh, it is increasingly becoming a dead end. Public universities, particularly in science and technical fields, rely on outdated curricula that fail to prepare students for the modern job market. The result? A staggering 12 per cent unemployment rate among graduates, with even higher rates among those from non-technical disciplines.
The issue is compounded by an imbalance in academic focus. While 40.76 per cent of students in public universities enrol in arts and humanities, engineering, technical education, and agriculture together account for less than 12 per cent. This misalignment means that while industries struggle to find skilled workers, thousands of graduates remain unemployed, unable to apply their education to real-world demands.
Bangladesh’s universities fare poorly in global rankings. No Bangladeshi university ranks in Asia’s top 100 or the world’s top 400, according to the latest Times Higher Education World University Rankings. In contrast, neighbouring India has 24 universities in the global top 800, and Pakistan has eight. This reflects the country’s failure to create institutions that can compete internationally.
In response to these challenges, the government’s taskforce on economic strategy has proposed merging some universities to optimise resources and improve quality. While this could be a step in the right direction, it must be executed with caution. Merging institutions without addressing deeper systemic issues—such as outdated curricula, underqualified faculty, and political interference — will not fix the problem. Without fundamental changes, any restructuring efforts will be superficial at best.
Bangladesh needs urgent, systemic reforms in higher education. First, vocational and technical education must be expanded to reduce unemployment and reliance on foreign expertise. Countries with strong vocational training programs, such as Germany, have significantly lower graduate unemployment rates because students are equipped with practical skills that align with industry needs. If Bangladesh can implement similar programs, it can better bridge the gap between education and employment.
Additionally, university curricula must be modernised to align with global trends and industry requirements, particularly in STEM fields. Students need more hands-on training and internships, allowing them to gain practical experience before entering the job market. This shift will require collaboration between universities and industries to ensure that graduates meet real-world demands.
Another critical area of reform is faculty recruitment. Teacher appointments should be based on expertise and teaching ability rather than political loyalty. Implementing a transparent, merit-based hiring system will ensure that students receive quality instruction from competent educators. Without addressing this issue, the quality of education will continue to decline.
Research funding must also be increased. A fully functional accreditation council, as envisioned under the 2017 accreditation council act, must enforce quality standards across all institutions. Currently, Bangladesh spends only a fraction of its GDP on research and development compared to neighbouring countries. Without substantial investment in academic research, universities will continue to lag behind in innovation and global competitiveness.
Infrastructure improvement is another urgent necessity. Universities need well-equipped labs, libraries, and student housing to create a conducive learning environment. It is unrealistic to expect students to excel when they lack access to basic resources. The government must allocate adequate funds to upgrade facilities across universities and ensure that newly established institutions meet minimum infrastructure standards before they are allowed to operate.
Perhaps most importantly, the mindset around higher education in Bangladesh must change. The goal should not be to mass-produce graduates but to cultivate skilled, knowledgeable professionals who can contribute to society. A degree should signify more than just attendance; it should reflect a student’s ability to think critically, innovate, and adapt to an evolving world.
The time to act is now. Bangladesh cannot afford to continue churning out degrees that lead nowhere. If the current trajectory remains unchanged, an entire generation risks being left behind — educated but unemployable. The government, educators, and policymakers must take decisive action before it is too late. Prioritising quality education is not just an economic necessity; it is essential for the country’s future progress and global standing.
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HM Nazmul Alam is a lecturer in English and Modern Languages at the International University of Business, Agriculture and Technology.