Bangladesh's higher education system faces a critical issue: While universities are expanding rapidly, an increasing number of degree-holding graduates are struggling to find meaningful employment because employers cannot find graduates with the necessary skills.

The root of this problem lies in the "skills gap." Universities continue teaching outdated curricula while employers seek graduates with practical, job-specific skills. Graduates often lack soft skills like effective teamwork, problem-solving and professional communication. As industries such as digital marketing, IT, and artificial intelligence surge, the gap between academic education and real-world requirements grows. Yet traditional degree programs remain focused on theoretical knowledge, leaving students unprepared for modern fields.

However, this issue is not limited to universities. To fix the broken system, change must begin at schools, where we get to shape young minds. To truly prepare them, we need to rethink teachers are trained. Educators must be trained in effective pedagogies that encourage critical thinking and creativity. For instance, the Montessori method emphasises child-led learning, encouraging independence and problem-solving. Our educators should be equipped with such skills to ensure that the foundations of learning are built on strong, practical and adaptable methods.

Demographically, Bangladesh holds an advantage, with nearly 30 percent of its population aged between 15 and 29. This youth bulge could fuel the country's economic growth. However, many graduates remain frustrated by their inability to find jobs, leading to increasing migration. If this trend continues, the country risks losing an entire generation of talent.

Germany offers a useful example through its "dual education system." This model combines academic education with practical work experience, where students split their time between classrooms and businesses. By graduation, they have real-world experience and valuable industry connections. Bangladesh would greatly benefit from such a model. Countries like Vietnam and the Philippines are already investing heavily in skill-oriented education. These countries are also strengthening ties between schools, universities, and industries, ensuring that graduates are better prepared for the evolving job market.

Some Bangladeshi universities are starting to recognise the need for change. Institutions like BRAC and North South University have begun partnerships with businesses to offer research opportunities, internships and mentorship programs. So, considering how these efforts are improving job outcomes for their graduates, a more widespread, national-level transformation is required to see an actual impact.

Despite the growth of inbound remittances, it would be far more sustainable for the country to develop high-quality jobs. By investing in a seamless education-to-industry pipeline, Bangladesh could position itself as a regional talent hub. This would reduce brain-drain and cultivate a workforce that is better equipped to meet the demands of the economy.

To address the quality of education, Bangladesh must overhaul its curricula and improve collaboration between educational institutions and industries. This needs to start with schools, ensuring that children are taught by qualified educators skilled in modern teaching methods. Universities should integrate internships into their programs, allowing students to gain practical experience. Also, teachers should get exposure to the private sector to stay informed about industry requirements. Finally, forming university-industry councils would ensure that academic programs are designed with input from employers, ensuring graduates are job-ready.

The success of Bangladesh's economy over the next two decades hinges on whether its education system evolves quickly enough. If reforms are not implemented, a generation of young Bangladeshis may find that their degrees carry little weight, which would be the real crisis.

The author is chairman of Financial Excellence Limited