A WORLD Bank report stated that more than a third of graduate students in the country have to remain unemployed at least 1/2 years after graduation. Lack of job skillness among the graduates is the prime reason for their unemployment that also focuses on poor state of competitiveness in higher education. The report titled ‘Bangladesh Development Update October 2019: Tertiary Education and Job Skills’ stated that only 19 per cent of college graduates are employed full-time or part-time, while female graduates are far more likely to be unemployed. Meanwhile, graduate tracking surveys found that around 75 per cent of the polytechnic graduates, 30 per cent of the college graduates and 20 per cent of the university graduates have experienced joblessness lasting for more than one year. Unemployment is most problematic for graduates of affiliated colleges, which account for more than two-thirds of tertiary enrolled students.
The high rate of prolonged unemployment among graduates raises concerns among the concerned circle about the job readiness and relevance of skills that tertiary educational institutions in Bangladesh impart to their students. Labour market surveys have consistently demonstrated that employers struggle to fill job vacancies for highly-skilled positions such as professionals, technicians and managers: around 69 per cent of employers reported a shortage of skilled applicants for professional positions. Employers in Bangladesh seek higher-order cognitive skills and soft skills. They rank three higher-order cognitive and soft skills as most relevant for the current work environment. But in reality, they struggle to find graduates with these skills. Around 80 per cent of the employers of polytechnic graduates reported that problem-solving skill is a key area where polytechnics need to train students better.
To bridge the demand and supply gap, investments in skills training, equitable access for female and poor students, public funding mechanisms to develop market-relevant skills and an effective regulatory and accountability framework are needed. As Bangladesh moves towards upper middle-income status skills upgradation will become important. To achieve its desired growth, country will need a high-productivity economy. The government must lay emphasis on it.
The high rate of prolonged unemployment among graduates raises concerns among the concerned circle about the job readiness and relevance of skills that tertiary educational institutions in Bangladesh impart to their students. Labour market surveys have consistently demonstrated that employers struggle to fill job vacancies for highly-skilled positions such as professionals, technicians and managers: around 69 per cent of employers reported a shortage of skilled applicants for professional positions. Employers in Bangladesh seek higher-order cognitive skills and soft skills. They rank three higher-order cognitive and soft skills as most relevant for the current work environment. But in reality, they struggle to find graduates with these skills. Around 80 per cent of the employers of polytechnic graduates reported that problem-solving skill is a key area where polytechnics need to train students better.
To bridge the demand and supply gap, investments in skills training, equitable access for female and poor students, public funding mechanisms to develop market-relevant skills and an effective regulatory and accountability framework are needed. As Bangladesh moves towards upper middle-income status skills upgradation will become important. To achieve its desired growth, country will need a high-productivity economy. The government must lay emphasis on it.
