During my inaugural public lecture of the Education Reform Initiative (ERI) last month, I argued that the education system was failing to convert years of schooling into learning, skills, employment, and productivity—a broken chain that remains central to our graduate unemployment crisis.

Reform conversations about universities in Bangladesh tend to break down at the same point. Someone identifies a real problem.

Bangladesh's leading universities are divided by rivalry, but research, funding, and global rankings suggest collaboration is the bigger challenge.

Our education and skills training system needs a major overhaul

It was interesting to follow recent discussions surrounding the proposed or likely developments in merging some departments at Dhaka University as well as making traditional humanities departments like Bangla, History, and Philosophy redundant in honours programmes under the National University.

Bangladesh is now home to more than 17.5 crore people. Roughly one in four is 15-29 years of age, a cohort of around 4.7 crore, larger than the population of many countries.

The University of Dhaka (DU) observes its 105th anniversary on July 1, 2026.

Bangladesh does not necessarily need to invest more in university research. It needs to spend what it already has as if research were meant to generate tangible outcomes.

As someone who had the opportunity to stay back after completing further studies, I feel that portraying the issue of non-returning academics as a crisis of individual morality, rather than reflecting on the lack of institutional incentives that allow Bangladeshi scholars to opt for a different destiny, only tells half of the story.

Generative AI challenges Outcome-Based Education in Bangladeshi universities, requiring urgent pedagogical and assessment reforms to safeguard learning.

As an international student, each time you visit from wherever you’ve gone for higher education, home seems different.

Over the past decade, I have closely observed how leading universities around the world design their programmes to contribute to their national economies. My experiences have led me to one clear conclusion: Bangladesh urgently needs a paradigm shift in higher education. Keywords: , skills development, employability

Bangladesh has long recognised the value of acquiring advanced training abroad. Over the years, public funds have supported postgraduate study and research through a number of government-backed schemes, including science fellowships and overseas scholarships for university teachers.

The 'inflation of education' in Bangladesh is making degrees lose value.

The proposed law aims to replace the University Grants Commission (UGC) with a new statutory regulatory body for overseeing universities and higher education governance in Bangladesh.

Breaking the “invisible wall” in higher education in Bangladesh.

Why is a minor degree sought by some, knowing an extra discipline is going to impose an additional chapter to an already stressful academic life?

In recent times, popular study abroad destinations have been adopting policies and undergoing changes that are making it harder for Bangladeshi students to go abroad.

It is now widely accepted that investment in human capital through education plays a crucial role in economic growth.

An academic master's programme is broader and sets the foundation for further study after undergrad or prepares for a career in academia and research, whereas, a professional master's programme is meant for building careers in a specific field and usually offers a specialised path of study.