Historical analysis reveals that society, the economy, and higher education are deeply interconnected, evolving alongside industrial revolutions. However, educational transformation often lags behind societal and technological advancements. In Bangladesh, this gap is particularly stark, with slow-paced reforms failing to keep up with the demands of the Fourth Industrial Revolution (4IR).
Bangladesh gained independence in 1971, during the Third Industrial Revolution, following a nine-month-long, bloody Liberation War. Today, the nation is navigating the complexities of the 4IR. Since independence, Bangladesh has experienced numerous political crises and mass uprisings, each movement reigniting hopes of economic prosperity and the establishment of a true welfare country.
Youths have sought education as a means to contribute to the country’s economic and social growth. However, persistent political instability, a lack of a democratic mindset, bureaucratic inefficiencies, and, most critically, the excessive involvement of educators, students, and policy-makers in partisan politics have hindered awareness of the evolving educational landscape.
Despite the slow pace of change, some positive initiatives have been undertaken to improve education. The first major effort was the Kudrat-e-Khuda Education Commission, established in 1972, shortly after independence. It aimed to move away from the outdated colonial system and create an education framework tailored to the needs of the new nation.
Over the years, several other commissions were formed, including the Mazid Khan Education Commission (1983), the Mofizuddin Education Commission (1988), the Shamsul Haque Commission (1997), the National Education Policy Formulation Committee (2000), the MA Bari Education Commission (2001), and the Kabir Chowdhury Education Commission (2009).
However, the key failure has been the lack of commitment to implementing these committees’ recommendations. More recently, the establishment of the Bangladesh Accreditation Council (BAC) and the formulation of the Bangladesh National Qualifications Framework (BQF) represent positive steps forward.
However, addressing conceptual issues in these frameworks and ensuring their swift implementation remain pressing societal demands. Despite these policy initiatives, Bangladesh’s higher education sector continues to struggle with deep-rooted challenges that prevent meaningful reform.
The origins of higher education in Bangladesh trace back to the British colonial era, with institutions such as Dhaka College (established in 1841) and the University of Dhaka (established in 1921) playing pivotal roles in shaping intellectual discourse.
However, access to education remained restricted to the elite, serving only a small segment of society. The curriculum was designed to align with British colonial priorities, emphasizing liberal arts and administrative training over scientific and technical education.
Meanwhile, in other parts of the world, the Second Industrial Revolution (1870–1914) spurred the expansion of higher education to include science and engineering programs, broadening access for students from diverse backgrounds.
At the time of independence, Bangladesh had six universities including one engineering university, Bangladesh University of Engineering and Technology (BUET), with a total student population of approximately 10,000–15,000. Since then, the higher education landscape has expanded dramatically.
Today, the country has 57 public universities, 116 private universities, and three international universities, with a total student population exceeding one million. While this expansion has increased access and diversified academic disciplines, concerns about the quality of education persist. The public is raising questions about the quality of education in many public and private universities.
Another significant shift has occurred in the academic calendar, with universities adopting the US semester system. Additionally, they have transitioned from Traditional Education to the widely recognized Outcome-Based Education (OBE) model.
However, most institutions continue to rely on the traditional “chalk and duster” instruction method, with multimedia serving only as a supplementary teaching aid. Educational researchers suggest that this approach may be suitable for purely theoretical courses.
The broader curriculum updates remain infrequent. Changes are typically driven by external factors such as accreditation requirements rather than proactive adaptation to global educational trends.
Consequently, universities emphasize knowledge delivery rather than the development of adaptive skills and competencies required in evolving job markets.
Due to this disconnect, industries increasingly rely on foreign executives and technical experts, leading to an annual repatriation of approximately $5 billion. This underscores the urgent need for universities to reassess their roles and align with societal demands.
Bangladesh must break free from this cycle of instability; otherwise, it risks falling behind even nations that are currently socially and economically disadvantaged. We live in a fundamentally different era — the 4IR. For the first time in history, an industrial revolution is seamlessly integrating digital, physical, and biological systems. The 4IR is reshaping industries, economies, services, and societies worldwide, disrupting traditional jobs while leaving the nature of future employment uncertain.
In this evolving landscape, universities must take the lead in producing T-shaped graduates — individuals with deep expertise in their fields, complemented by interdisciplinary knowledge.
These graduates must possess high intellectual capabilities and critical skills such as entrepreneurial acumen, global thinking, innovative problem-solving, and life-long learning.
To achieve this, universities must adopt modern teaching approaches, including flipped classrooms, problem-based learning, project-based learning, experiential learning, and case studies, ensuring that graduates acquire essential skills for the evolving job market.
However, this transformation is not a simple task. It requires political stability and a strong commitment from educators, policymakers, and employers to foster collaboration. Universities must break away from outdated frameworks and embrace a leadership role in steering education toward 4IR readiness.
If the current trajectory continues, Bangladesh risks slipping further into uncertainty. In an era of rapid technological advancement and intense global competition, the challenge of building an economically prosperous and welfare-oriented nation is greater than ever.
Addressing these issues with urgency and collective effort is imperative to ensure that Bangladesh’s youth are equipped with modern education and that the nation remains competitive on the global stage.
To meet the demands of the 4IR, substantial reforms in higher education are necessary. Universities must integrate technology-driven learning, encourage interdisciplinary studies, and strengthen partnerships with industries. A shift from rote memorization to critical thinking, problem-solving, and practical skill development is essential to create a globally competitive workforce.
A depoliticized, accountable higher education system is crucial for preparing Bangladesh’s youth for leadership and innovation in the 4IR. Immediate action is essential to secure the nation’s future.
M M Shahidul Hassan is Distinguished Professor, Eastern University and Professor(retired), BUET.
