A nation of graduates, not learners: Why National University reform cannot wait
With 72% of Bangladesh’s higher education students enrolled under National University, its chronic lack of facilities and skill-based learning has turned degrees into mere certificates — leaving millions underprepared for the job market
This year's HSC results have left the nation in shock. The pass rate has dropped to 58.83%—the lowest in 21 years. The number of GPA-5 achievers has also fallen sharply—only 69,097 students earned the top grade, compared to 145,911 last year. Clearly, a major shift has begun in public examination evaluation.
For over a decade under the Awami League regime, pass rates in public exams often hovered around 96-97%. Passing had become almost guaranteed; students simply needed to sit for the exam. This lenient culture inflated success statistics but eroded the integrity of our education system.
Unfortunately, the same problem now plagues higher education, particularly under the National University (NU). NU conducts its undergraduate and postgraduate exams once a year. Most students hardly attend any classes before the exams—many of my friends who are studying at NU don't attend a single class before their yearly assessment, and in-course assessments have become mere formalities. Many students do not even know their course tutors by name. Without regular classes, labs, or meaningful assignments, how can such students genuinely earn a bachelor's degree? Yet, a bachelor's is the most important degree for entering the job sector.
A bachelor's degree should be a symbol of intellectual maturity, earned through dedication and hard work. But within NU's framework, it has become just another certificate. This problem is not limited to humanities or business studies; science education has also suffered, with little opportunity for practical or lab-based learning.
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According to last year's data, more than 3.17 million students study under the NU—about 72% of all students in higher education. NU oversees 2,257 colleges, including 555 government institutions, and out of these, around 881 colleges offer honours courses. If nearly three-quarters of our graduates come from NU, and many of them lack basic academic competence, then 72% of our future workforce is under-prepared for the job market.
Skills-based education remains absent from the NU curriculum. Students rarely give presentations, participate in discussions, or engage in extra-curricular activities. Clubs, volunteer work, and leadership training—integral parts of holistic education—are largely missing. Many colleges lack modern facilities, and a portion of tutors are ill-equipped to handle university-level instruction.
The result is visible in the job market. According to Bdjobs.com, about 35% of National University graduates remain unemployed even at 30—when most public and private sector job opportunities begin to close. In comparison, unemployment rates stand at 14% for private university graduates and 29% for public university graduates. The data exposes the job market's poor regard for NU degrees.
Today, an SSC student often works harder for their certificate than an NU undergraduate does for their bachelor's degree.
This raises an urgent question: Why are we producing unemployable graduates? Instead of focusing solely on traditional degree programmes, Bangladesh should prioritise technical and vocational education—in fields like engineering, healthcare, and information technology. Graduates from diploma and nursing institutions often secure employment soon after completing placements (placement is a part of study), while many university graduates remain jobless for three or four years.
Recently, even Bangladesh University of Engineering and Technology (BUET) students protested to include BSc (Engineering) degree holders in government job circulars that previously accepted only diploma engineers for specific grades—a reversal of hierarchy unimaginable a decade ago. This reflects how weak our graduate skills base has become and how competitive the job market now is.
Our unemployment crisis is therefore not just economic—it's educational. For years, inflated pass rates at SSC, HSC, and university levels have created a wave of graduates who hold certificates without competence. When they face real-world competition, they struggle and often blame the system. But the truth is that the system has long failed them—by rewarding attendance over learning, and compliance over competence.
It is now essential to reform the National University system from the ground up. Regular classes, lab work, continuous assessment, and transparent grading must become mandatory. Passing should be a privilege earned through genuine effort, not a right granted through leniency. Only students who meet clear academic standards should graduate.
If implemented properly, these reforms could transform NU into a credible institution capable of producing skilled, employable graduates. Without such changes, the degree itself will continue to lose value—both at home and abroad.
Today, an SSC student often works harder for their certificate than an NU undergraduate does for their bachelor's degree. That reality is both tragic and alarming. Bangladesh can no longer afford an education system that rewards mediocrity and punishes merit. Reforming the National University system is not just an academic necessity—it is a national imperative.
Mishuk Rahman is a contributing author.
Disclaimer: The views and opinions expressed in this article are those of the author and do not necessarily reflect the opinions and views of The Business Standard.
