Experts stress education reform to bridge industry-academia skills gap

Bangladesh's education system faces fundamental weaknesses that leave graduates unprepared for market demands, limiting youth employment and hindering future economic and technological growth, experts said at a roundtable.

The roundtable, titled "Futuristic Quality Education to Ensure Youth Employment, Innovation, and Investment," was organised by The Business Standard, in collaboration with United International University (UIU), on 25 August at TBS office.

The event brought together leading educators, industry professionals, and sustainability experts to explore strategies for reshaping the country's education landscape.

Key topics included curriculum modernisation, skill development, micro-credentialing, public-private partnerships, and fostering innovation and entrepreneurship.

Participants focused on futuristic and quality education, industry-academia collaboration, multidisciplinary learning, and the role of technology in preparing students for emerging sectors.

The roundtable emphasised actionable solutions to equip the nation's youth with the knowledge, skills, and mindset needed to drive sustainable economic growth and global competitiveness.

Mohammad Omar Faruq
Head of Economics, UIU, and Independent Director, United Finance
There was a time when "education is the backbone of the nation" was a guiding principle. Today, we must ask whether that backbone has truly been built in Bangladesh. Despite progress, fundamental weaknesses remain, and unless addressed, they will limit our future.

The foundation of education must be strengthened from the very beginning. If the quality of schooling is poor, universities cannot correct those deficiencies later. This is why developed countries embed STEM education from the middle school level.

Equally crucial is preparing teachers. Those who teach at the primary and secondary levels must be trained properly, motivated, and compensated with competitive salaries.

Our current system often values grades without substance. Admission practices, weak curricula, and inadequate teacher preparation are are not isolated flaws – they are systemic.
Two priorities stand above all others. First, good governance, and second, an integrated national plan.

Muhammad Anisuzzaman Talukder
Professor of Electrical and Electronic Engineering, Buet
If Bangladesh is to transition into a true knowledge economy, education must be restructured from the ground up. The need is not only for more discussion but for concrete implementation. Without reform, the "backbone" of the nation remains malnourished.

At present, infrastructure is fragile. Good governance must guide every step, ensuring that graduates are not only educated but also directed toward meaningful opportunities.

Looking forward, quality education must also be futuristic. This requires anticipating technological and societal evolution ten or twenty years ahead. Bangladesh must learn to stay ahead of the curve rather than perpetually trailing behind.

Innovation-ready graduates also require interdisciplinary opportunities. Programmes should allow double majors or minors, blending engineering with business or agriculture with technology, to foster entrepreneurship and adaptability.

Sadid Muneer
Associate professor and undergraduate coordinator of EEE, UIU
Bangladesh must rethink its industrial and education priorities to prepare for the future. To ensure sustainable growth, the country needs to explore sectors with higher returns and long-term value.

One of the most promising opportunities lies in the semiconductor and VLSI industry. Even capturing a fraction could bring Bangladesh substantial benefits.

While large-scale chip fabrication may not yet be feasible, Bangladesh can realistically move into chip packaging and support industries. The the main drivers will be talent, training, and access to specialised software.

At the same time, AI is rapidly transforming education and industry. Curricula must adapt accordingly. Integrating AI applications into university programmes is no longer optional – it is essential.

Another urgent priority is accreditation. Bringing every technical and engineering programme under accredited framework should be treated as a national priority.

Mohammad Solaiman Rasel
Chief Information Officer Grameen Telecom
Reflecting on Bangladesh's education and innovation landscape, I often say the "future" is not a distant horizon – it is already yesterday. Unless we act decisively today, we will always remain followers rather than leaders.

The lesson is clear for Bangladesh: education must go beyond textbooks. At Buet, I have seen brilliant innovations in biomedical engineering that, if patented and applied, could directly transform rural livelihoods. At UIU, I recently spent an evening reviewing student projects – half of them struck me as investment-ready. This is proof that world-class innovation exists here, but it needs nurturing, funding, and recognition.

Equally critical is the integration of AI and ethics into education. Students must be trained not only in coding and design, but also in accountability, honesty, and social responsibility.

Bangladesh does not lack talent. The challenge is to give students the right ecosystem so their innovations can move from campus labs to global markets.

Md Sariful Islam
Head of Influencing, Communication, Advocacy and Media, Oxfam
Bangladesh's education crisis is not a matter of opinion; it is written into the country's budget priorities. Despite decades of five-year plans and repeated commitments, the sector still receives only 1.5-2% of GDP and around 10-11% of the national budget. Until education financing is treated as a national priority, reforms will remain piecemeal.

Around 65-70% of the population is under 35, and every year 2.2 million young people enter the job market. Yet roughly half remain unemployed or underemployed. Migration absorbs part of this pressure, but most Bangladeshi workers abroad are engaged in low-skilled jobs, reflecting a failure to provide technical, vocational, and time-bound education at home.

While primary enrolment now stands near 99%, the translation into quality, employable skills is extremely limited. This gap between education and employability is perhaps the sector's most fundamental weakness.

Bangladeshi youth need a system that connects them to opportunity – locally and globally.

Prawma Khan
Country Manager, Association of Chartered Certified Accountants
Education must evolve to meet industry needs and prepare youth for the workforce. Outdated curricula and insufficient teacher readiness create skill gaps, particularly in business, finance, and technical education. 

Partnerships with universities enable curriculum modernisation and strengthen the bridge between academic learning and practical application.

Micro-credentials and virtual internships, such as a six-month virtual banking programme with CIMB Malaysia, provide students with hands-on experience while earning credit, without requiring international travel.

The demand for skilled professionals, including chartered accountants and technical experts, far exceeds supply. Accreditation ensures trust and recognition of student competencies, enabling engagement with employers and international organisations.

Effective collaboration between industry and academia requires mutual understanding, giving students scope to work on real projects while integrating these experiences into formal credit systems.

Sharif Ahmed Mukul
Associate Professor, Environment and Development Studies, UIU
Future-focused education requires anticipating changes over the next 10 to 20 years. Emerging technologies along with evolving sectors like renewable energy, sustainability, and ESG-compliant industries, must shape curriculum design. Education should prepare students for jobs that do not yet exist, while fostering adaptability to replace declining sectors.

Quality education demands attention to both the overall education system and the capabilities of teachers. Teachers need proper training, resources, and work environments to guide students effectively. 

Addressing disparities in faculty quality, facilities, and infrastructure across universities ensures equitable learning opportunities and enables students to engage in research, innovation, and practical applications.

Collaboration between academia and industry bridges gaps in practical skills. Programmes such as virtual internships and interdisciplinary projects expose students to real-world scenarios while earning academic credit.

Farhana Hossain Shammu
Head of Grameenphone Academy, Grameenphone
Education in the country reflects stark disparities. While some students attend top private or public universities, many children never attend school or leave early, lacking basic literacy and numeracy.

Futuristic skills such as AI, robotics, and coding remain inaccessible to this large segment, highlighting the need to expand learning opportunities beyond privileged circles.

Bridging this gap requires integrating practical, technology-enabled education across socio-economic backgrounds. Initiatives like youth upskilling platforms and public-private partnerships can provide free training and digital literacy, allowing learners to access knowledge online and develop relevant skills from an early age.

Curricula must include not only academic knowledge but also practical competencies such as coding, digital communication, and content creation.

Universities need to align teaching with industry needs, fostering employable graduates while supporting teachers with proper resources and training.

Syeda Afzalun Nesa
Head of Sustainability, HSBC Bangladesh
HSBC emphasises future skills as a core pillar of education, implementing programmes that connect students directly with industry needs. One example is the partnership with the Asian University for Women, offering a one-year master's programme in retail and fashion.

Students engage in hands-on experiences, starting with factory placements to understand industry operations before returning to academia. Collaborations extend internationally, including with Hong Kong Polytechnic School of Fashion, integrating technical courses and global industry exposure.

Students also participate in international business case competitions, developing problem-solving, teamwork, and presentation skills while addressing real-world industry challenges. Local partnerships, such as with BRAC University, bring students closer to Bangladesh-specific business contexts, enhancing their employability.

The approach emphasises experiential learning, time management, and exposure to cutting-edge technologies.

Khusnur Binte Jahangir
Lecturer of Computer Science and Engineering, UIU
The focus on multidisciplinary education and micro-credentialing highlights how universities can equip students with diverse, future-ready skills. Drawing on recent experience from Erasmus Mundus in Europe, students engaged in a trimester-long capstone project integrating seven courses.

This project required the development of an innovative business idea, incorporating business planning, profit-loss management, technology application, ethics, environmental sustainability, and legal considerations, including intellectual property and local regulations.

By embedding such projects in curricula, universities can foster cross-disciplinary learning, ensuring students in fields like computer science gain exposure to business, ethics, and law.

Practical achievements further illustrate this approach. The UAE's Mars Robotics team, involving students across multiple disciplines, achieved first place in Asia and sixth globally in the University Robot Challenge from 2022-202.