Task force proposes mandatory community service for students

A government task force has recommended the introduction of mandatory community service in academic institutions to instil social responsibility and teamwork among students.

The proposal was included in a report submitted to Chief Adviser Prof Muhammad Yunus by Education and Planning Adviser Prof Wahiduddin Mahmud yesterday.

The report, titled "Re-strategising the Economy and Mobilising Resources for Equitable and Sustainable Development," was prepared by a 12-member task force formed on 10 September to refine development strategies, identify financial inefficiencies, and improve project implementation.

Under the proposed initiative, students would participate in structured community service programmes in collaboration with local governments, engaging in environmental cleanups, literacy campaigns, and social development projects.

Their contributions would be officially recognised through certificates, enhancing their academic and professional credentials. The programme is set for rollout over two years, with long-term continuation.

The task force stressed that community service should be integrated into the education system rather than remain voluntary. Institutions would align student efforts with community needs to create measurable social benefits while fostering civic responsibility.

Additional recommendations include youth councils to amplify young voices in policymaking, mentorship schemes linking students with professionals, and awareness campaigns promoting civic engagement.

Civic education is also set to be reintroduced in school curricula to cultivate awareness of rights, responsibilities, and governance. At the primary and secondary levels, students would be taught democracy, law and order, human rights, and social responsibility.

Higher education institutions would integrate governance, policymaking, and leadership courses as core requirements, with electives on sustainable development and community engagement.

To support these reforms, the task force recommended teacher training programmes to make civic education more engaging and partnerships with NGOs and civic organisations.

It also suggested integrating civic responsibilities into national board examinations and civil service recruitment tests.

Education reform to tackle youth unemployment

The task force also highlighted that a significant number of graduates are earning degrees misaligned with job market demands, contributing to high youth unemployment.

More than 60% of graduates entering the workforce come from national universities, with the majority specialising in Arts (31%) and Social Sciences (32%).

Only 9.7% study Science and 22.7% pursue Commerce, while none of the colleges affiliated with national universities offer engineering or technical subjects, limiting employment opportunities in high-demand industries.

While Bangladesh's overall unemployment rate stood at 3.25% in 2023, youth unemployment remains significantly higher. Among individuals aged 15-29, the unemployment rate was 7.27%, six times greater than that of the 30-64 age group.

This age group comprises 36% of the total labour force but accounts for 78.8% of the country's unemployed. Urban youth face unemployment rates 1.5 times higher than their rural counterparts, with rural unemployment higher among males and urban unemployment higher among females.

To address this issue, the task force proposed aligning university curricula with industry demands, expanding technical education, and fostering stronger university-industry collaborations.

Three key approaches were recommended to reduce youth unemployment. First, policies should prioritise graduates, as their unemployment rate is significantly higher than that of non-graduates.

Second, with an oversupply of graduates and limited local industry absorption, training initiatives should facilitate employment in nontraditional markets such as Europe, Japan, and Korea.

Finally, technical and vocational education and training (TVET) programmes must align with market demands, while the private sector should be supported in adopting modern technologies such as automation, IoT, and AI.

The report outlined 17 specific recommendations, including integrating non-IT vocational training into college curricula, supporting non-English language courses for global job prospects, and offering short training programmes in caregiving, culinary arts, and hospitality for overseas employment.

Other proposals include migration loans for young professionals, entrepreneurship support, industry-university linkages, and future-focused courses in smart manufacturing, AI-driven healthcare, green business, and cybersecurity.

Further recommendations involve rebranding TVET to enhance its perception, leveraging AI in training, creating a national skills database, and establishing a dedicated ministry for human resource development.

The task force also called for better job market linkages, improved job access through rural job centres, career counselling in all educational institutions, and increased female workforce participation by ensuring access to training, safe transport, housing, and childcare.

Additionally, it urged fair recruitment policies, the registration and upskilling of informal workers, and vocational training reform to update materials, expand access, and invest in workforce development.

The task force maintains that these reforms will not only equip students with essential life skills but also reduce youth unemployment and nurture a generation committed to responsible citizenship and community engagement.