Transnational Education (TNE): Global degrees without leaving Bangladesh

As soaring tuition fees, rising living costs, and tighter visa restrictions make overseas higher education study increasingly difficult, Bangladesh is witnessing a shift in how international education is delivered. Transnational Education (TNE)—which allows students to earn foreign higher education degrees without leaving the country—is gaining momentum, moving from a niche option to an emerging policy priority.

For decades, studying abroad has been one of the most popular routes for Bangladeshi students seeking internationally recognised qualifications. A foreign degree was widely viewed as a gateway to better jobs, global exposure, and long-term social mobility. That pathway, however, is becoming increasingly difficult to access.

Tuition fees at universities in major destination countries such as the UK, Australia, Canada, and the United States have risen sharply in recent years. Living expenses have increased amid global inflation, while visa regimes have become more restrictive—introducing higher financial thresholds, longer processing times, and growing uncertainty around post-study work opportunities. For many families, what was once an achievable aspiration is now either unaffordable or too risky.

At the same time, demand for higher education within Bangladesh continues to grow. Student enrolment has expanded significantly over the past decade, yet the country's gross enrolment ratio in tertiary education remains below the global average. The British Council's Transnational Education in Bangladesh study highlights this unmet demand and notes that the country's expanding youth population will place further pressure on the higher education system in the coming years.

These pressures are prompting families and policymakers alike to reconsider how international education can be accessed. Economic considerations are central to this debate. Bangladesh's long-standing dependence on overseas study has contributed to a steady outflow of foreign currency. According to UNESCO data, 52,799 Bangladeshi students went abroad for higher education in 2023, with tuition fees, accommodation, and living costs placing sustained pressure on foreign exchange reserves.

By hosting foreign degree programmes locally, policymakers argue, a substantial portion of this spending can be retained within the country. The British Council study points to mechanisms such as international brunch campus, franchise arrangements, online distance learning programme, validation models, joint/dual-degree programmes as viable pathways for delivering internationally recognised qualifications through approved domestic institutions, while maintaining quality assurance and academic oversight.

Affordability, however, is only part of the appeal. Predictability has become an equally important factor. Studying at home removes uncertainty related to visa approvals, exchange-rate volatility, and sudden policy shifts in destination countries. For families making long-term education investments, TNE is increasingly viewed not as a compromise, but as a viable first-choice option.

Beyond immediate economic benefits, TNE is also positioned as a response to Bangladesh's long-standing brain drain. Students who leave for undergraduate education often establish careers abroad, reducing the availability of skilled talent domestically. Locally delivered international programmes increase the likelihood that graduates will enter Bangladesh's workforce, strengthening local industries, research capacity, and entrepreneurship.

Despite this potential, Bangladesh still lags behind several regional peers in hosting UK Transnational Education students. Sri Lanka hosts approximately 54,000 UK TNE students, while India hosts around 15,000. Pakistan has also made notable progress, with an estimated 13,500–14,000 UK TNE students, largely through distance and blended provision. Bangladesh, by contrast, recorded just over 2,100 TNE students in the 2022–23 academic year, though signs of change are emerging.

To promote TNE, of course having an enabling regulatory environment is key. As the funding and compliance oversight body, the University Grants Commission (UGC) is currently reviewing the Cross-Border Higher Education (CBHE) framework, with the aim of revising national guidelines seek to formalise quality assurance standards, infrastructure requirements, and academic governance aligned with international norms. Stakeholders interviewed as part of the British Council's research cited the need of clearer guidelines, shorter approval timelines, and consistent oversight for TNE growth in Bangladesh.

Nevertheless, recent partnerships provide a glimpse of how the model is evolving. Collaborations such as the joint degree programmes between BRAC University and SOAS University of London are bringing globally recognised qualifications within reach of middle-income families. At a broader level, the Dhaka Declaration, adopted in January 2026, signals a regional ambition to build a South Asian higher education ecosystem that meets global standards while remaining locally anchored.

The British Council's Transnational Education in Bangladesh study concludes that to unlock this potential, regulatory frameworks need to be streamlined through clearer guidelines, transparent quality assurance mechanisms, and strengthened digital infrastructure to support delivery and oversight. Deeper collaboration between international and local institutions—through partnerships, joint/dual-degree programmes, and cost-balancing strategies—will be essential to improve accessibility while safeguarding academic quality. Targeted measures such as language-bridging programmes, financial support mechanisms, and gender-focused outreach are also critical to ensure inclusive participation.

As global student mobility becomes more expensive and restrictive, Transnational Education is increasingly positioned as a strategic response—one that delivers international education at home, retains talent, and reshapes Bangladesh's engagement with global learning.