Bangladesh First Begins with Human Capital and Education
Bangladesh National Party (BNP) secured a landslide victory in recent election in Bangladesh and returns to the power after nearly 20 years of being out of government. Party leader Tarique Rahman has been sworn in as prime Minister. BNP made a bold proclamation in their election campaign: Bangladesh First-a national priority. This is not only a simple slogan to grab voters’ attention but also a promise to the nation. We genuinely hope this will gain meaning when anchored in policy. If the Government seeks to translate this mantra into lasting statecraft, then the most strategic place to begin is education. Economic strength, technological independence, climate resilience, and diplomatic confidence all rest on one foundation: human capability. Like any other developed Nations, Education must remain a national priority in Bangladesh. As part of Bangladesh First doctrine, Government should spearhead national efforts to revisit education policies to bring changes in Bangladesh to provide quality education and to end learning poverty. UNESCO Institute of statistics suggests that 51 percent of children in Bangladesh at late primary age today are not proficient in reading which is unacceptably high. However, this is 8 percentage points lower (better) than the average for South Asia (SAR), but it continues to lag far behind high-income economies.
The constitution of 1972 declared education a fundamental right and affirms the State’s obligation to ensure education for all . As, education is number one priority for all children, it should be ours as well. Irrespective any political affiliation, status or ideology, I firmly believe that Government should focus on education as one of the most important policy doctrines and it should be number one priority to make sustainable progress and development. Because Education is the backbone of a nation which has the power to shape everything downstream: the economy, workforce, innovation, public health, crime rates, competitiveness, national happiness and civic participation. A national progress and development are only possible when a nation can competitively build strong human capital. A strong education system is the foundation of a stable, productive and resilient society.
Since the independence of Bangladesh, several educational reform commissions formed by successive governments, each aimed at delivering practical recommendations for improving educational policies. Notable among these are the Qudrat-e-Khuda Education Commission (1975), Kazi Zafar Ahmed Commission (1977), Majid Khan Commission (1985), Mofizuddin Ahmad Commission (1988), Shamsul Haque Education Commission (1997) and National Education Policy Formulation Committee in 2009 led by Prof. Kabir Chowdhury. However, despite these initiatives, we failed to bring a robust education system in all areas of education. UNICEF data suggests strong access to primary education as enrolment rate of 95% in recent years but 1 in 5 children do not complete primary school. It is very shocking that at age 10 more than 59% of children cannot read and understand a simple text.
In secondary education, a significant proportion of students do not progress smoothly as dropout rate is approximately 35-40%. SSC pass rate while high and often exceeded 80% but concern remain over grade inflation and coaching dependency. In higher education gross enrolment rate (22-25%) is below many emerging Asian economies. The sector is also underfunded (2% of GDP) compared to UNESCO`s recommended 4-6% of GDP. Scholarly engagement within higher education remains comparatively weak. Scopus data indicate that Bangladesh accounts for less than 0.2% of global research publications, underscoring structural limitations in research infrastructure, funding, and international collaboration. It is clear that while the private and public education sector is now widely expanded but this has not proportionately translated into research excellence or employability outcomes. Furthermore, industry report also indicates a skill mismatch with over 40% employers citing inadequate workforce skills. The country could not provide adequate coverage for Technical and Vocational Education suggest limited diversification and weak labour market alignment. Such educational provisions indicate that Bangladesh has yet to establish a consistently robust and quality driven education system across all levels.
A leader of next generation can be cultivated through educating and developing minds of youths. A visionary leader always focuses on long-term development of people and nation instead of focusing short-term. Education is not a partisan issue. It should be the national priority. So now question is how Government should start revising educational landscape? Let us first acknowledge that, over time, Bangladesh has made remarkable progress in expanding access to schooling. Literacy rates have improved significantly, and notable advances have been achieved in promoting gender parity. Now challenge is not the access alone. It is educational excellence, relevance, adaptability and human capital. The global economy has changed to knowledge intensive competition. The global era is defined by AI, automation, intelligence, digital transformation, metaverse and 4th Industrial revolution. In this context Bangladesh first means “capability First”. I propose a set of strategic priorities that the government should consider incorporating into the national education reform framework.
First, need a radical shift from credentialism to competence. It is not the certificates or examinations that define the success in education rather it should be building relevant skills. Did we ask a vital question why a large number of highly educated persons do not get a job? This is because we do not listen to the employers who regularly report skills gap such as analytical thinking, ability to communicate, digital literacy, problem solving and other soft skills. Educational Institutions must recalibrate curricula towards outcomes instead of contents coverage. Inside-out education is needed to develop the person first, then the professional. Such education will focus on self-awareness, creating values, critical reflection and social impact. Therefore, industry-academia collaboration is vital. For Higher education, project-based learning, structured internship and applied research partnerships can bridge the gap between classroom knowledge and workplace realities. We must remember that a confident nation does not produce graduates only, it prepares them to lead industries.
Second, focus on technical and vocational education which deserves a renaissance. For many decades it has been viewed as secondary to traditional academic routes. But all advanced economies demonstrated that high quality technical education is a cornerstone of national competitiveness. Government policy on diversifications requires technicians, engineers and skilled personnels in far greater numbers. Therefore, A “Bangladesh First” education strategy should elevate Technical and Vocational Education to equal prestige. Sametime the dignity of skilled work must be reinforced culturally and institutionally. Economic sovereignty requires mastery of tools, not just theories. Third, digital literacy and artificial intelligence competence are emerging as matters of national security. Countries that depend entirely on imported technologies risk strategic vulnerability. Higher education Institutions should prioritise on interdisciplinary AI and robotics research capable of generating indigenous solutions to local challenges. Teacher training must accompany technological ambition. Digital infrastructure without pedagogical transformation produces limited returns.
Fourth, Investments in Higher Education Research should be prioritised. Every faculty member should participate in scholarship activities and publish in journals that are considered indexed and scholarly. The Bangladesh University Grant Commission should be proactive in making Institutions research oriented and should keep an updated list of Indexed Journals. Research partnerships should be promoted in the public and private sectors in the prioritised areas of the national development framework. Fifth, civic and ethical education should not be overlooked. Institutional economic transformation without an ethical framework opens the doors for collapse. Education should foster critical thinking, appreciation of the constitution, respect for differences, and social responsibility. Universities should be places for public debate rather than partisan conflicts. A strong nation is built on the foundation of informed citizenship, at the core of which is the ability to balance rights and responsibilities.
The “Bangladesh First” doctrine presents an opportunity to redefine patriotism as productivity. National pride should be measured not by rhetoric but by readiness. Readiness to compete globally, adapt technologically, and innovate sustainably. Human capital is the ultimate strategic resource. It expands with deliberate cultivation. If policymakers align curriculum reform, vocational revitalisation, digital transformation and research funding into a coherent strategy, Bangladesh can transition from labour-driven growth to knowledge-driven leadership. “Bangladesh First” would then signify not isolation, but preparedness, an education system capable of empowering citizens to shape their own destiny.