Can modernising the curricula make DU’s unconventional degrees relevant for the job market?

Shayan Islam, 24, recently graduated from Dhaka University's Urdu Department. While the past four years were mostly smooth sailing, now that he needs a job, Shayan feels lost.

As a freshman, 'Urdu' seemed interesting, but it was a choice that drew words of caution from both friends and family.

"I had no idea finding a job would be this difficult. While some warned me, others praised the fact that I had secured a place at Dhaka University. They said that in the worst-case scenario, I would land a government job through the civil service exams," he said.

However, after graduation, Shayan realised that the "worst-case scenario" was his only option.

"BCS exams are highly competitive, and courses in my department aren't very useful in the corporate world. I don't see any other way but to go through this uncertainty," he said.

While some of his seniors have found stability in government jobs, most are struggling. The problem extends beyond Urdu — many students from Dhaka University's Faculty of Arts face similar uncertainty after graduation.

For many, subjects like Urdu, Persian Language and Literature, or Pali and Buddhist Studies were never their first choice. 

Ahnaf Abid, 22, a third-year Urdu student, explained, "Urdu wasn't my first choice. There are no career prospects here. Most of us are in this department due to family pressure or financial strain. At the time, I just wanted to enjoy university life and build networks, but it wasn't a practical decision. My goal now is to go abroad for a post-graduation in social science."

Similarly, Jyoti Haque, 22, from the Department of Persian Language and Literature, said, "There are no jobs in my field. What we learn for four years rarely helps later. Most students end up preparing for civil service or bank exams, or try to go abroad. Others look for any way to prepare for the job market."

According to Jyoti, students are largely on their own when it comes to career planning.

"It was clear from day one that building a career would be tough. Some students work as tour guides for Persian-speaking visitors, but it's seasonal and pays little," she explained.

Many try internships or aim for high grades to pursue further studies abroad. Yet even strong academic results and extracurriculars often do not help much. With the job market growing more competitive and the number of STEM graduates increasing, it is hard to land a respectable job.

For students from middle-class rural backgrounds, the struggle is deeper. Many must support themselves financially and cannot switch universities even if they want to.

Faculty members, however, see things differently.

"The purpose of education used to be enlightenment and self-development. But once students started feeling obliged to make money from a degree, dissatisfaction began. The university's role has always been to educate, and these departments were created for that purpose," said KM Saiful Islam Khan, professor of Persian Language and Literature at DU.

He believes the government, not the academic departments, is to blame for the lack of jobs.

Shantu Barua, associate professor and chairman of the Pali and Buddhist Studies Department, said they have been trying to make the curriculum more adaptable for the job market.

"We've added courses that give students in-depth knowledge of languages and social science branches. This helps them adjust better if they switch fields in post-graduation," he said.

There are students who studied economics, maths, or engineering but still can't find jobs. The government failed to create employment for graduates in any field. That's why there's such an obsession with government jobs. It was never the departments' duty, but we're now integrating interdisciplinary courses to help students.

Md Golam Mawla, chairman, Department of Urdu, Dhaka University

Barua added that departments are now more career-conscious. "Our academic outline is updated every few years. Along with major-specific courses, we teach interdisciplinary ones too. This enables students to work in different sectors. Most jobs in Bangladesh don't require specific degrees — it's not unusual to see an English major as a banker or a computer science graduate in a corporate office," he explained.

Courses in Korean and Japanese have also been introduced to help students interested in embassies or overseas careers. Yet these remain narrow opportunities. Many still face rejection, and interdisciplinary courses often benefit only those who can afford further studies.

Despite such efforts, most students must still fend for themselves. As jobs become increasingly skill-based, students balancing academics, finances, and career prep face the toughest challenges.

After speaking to several students, a recurring complaint surfaced — academic courses are not taught with enough care. 

Sakin Ahmed, 23, a master's student in Sanskrit, blamed faculty negligence for declining motivation.

"Our courses are taught in a very reluctant manner, and requests for reform are rarely met. The lack of interdisciplinary courses makes jobs in other fields difficult, and students are left to their own devices," he said.

Furthermore, in an already overcrowded job market, an unconventional degree rarely helps. 

Md Golam Mawla, associate professor and chairman of the Urdu Department, said, "There are students who studied economics, maths, or engineering but still can't find jobs. The government failed to create employment for graduates in any field. That's why there's such an obsession with government jobs. It was never the departments' duty, but we're now integrating interdisciplinary courses to help students," he said.

Md Abu Khayer Hridoy, 26, a former Sanskrit student now working as a customer service representative, described his struggle, "Coming from Mymensingh, I had no idea what I was getting into. I just wanted to study at DU. But I struggled a lot to find my first job. The curriculum didn't help — I had to learn skills on my own. The department was of no use to me," he said.

Hridoy admits regretting his decision. Without reform, he feels the outdated curriculum has made the department almost unrecognisable. Although his extracurricular activities improved his communication and networking skills, it still took him much longer than expected to find a job.

Similarly, Md Zulfikur Rahman, 29, a former Pali and Buddhist Studies student, said, "The traditional syllabus and orthodox environment are major hindrances. Add to that a lack of communication and networking, especially for students from rural areas, and the barriers only grow."

Disclaimer: The names of students have been changed to protect their identities.