Education Policy

Rate of Return of Education in Bangladesh: An investigation

5. Suggestions and Conclusion

Results show that there is a gap between Bangladeshi education system and employment pattern. It is significant to consider that having been dropped out from the school, individuals join with the labor market. Currently, drop out exists at all level of education. Our primary and secondary education provisions mainly work to make their graduates competent for higher studies. With the current climate, they do not produce workforce that is important for our existing need. Moreover, a country does not necessarily needs its all individuals to be higher educated. For a country, a certain proportion of population with higher education are required who are extremely qualified to contribute mainly in the field of research and knowledge creation. Countries are essentially in need of more technically and professionally sound graduates who have job oriented knowledge. Bangladeshi education system nourishes the pupil to learn some basic theories than to understand the applied use of those theories. Based on the above results, some suggestions are made aiming that implementation of these suggestions will provide more ROR to the investment in education than the ROR received earlier.

• Legislators need to calculate the number of employed individuals sector by sector. It is also important to understand the probable job fields for primary and secondary graduates. Keeping these views, skills required for jobs should be thought from the skills system.

• Need to identify how many higher educated and professional graduates are required in respect to different field. Accordingly, a portion of students will be prepared for higher education based on their merits and interests. No economical and social privilege will be considered in selecting the students aiming to catering for certain purpose.

• Country shall not produce huge number of higher educated individuals than its need as it consumes a large proportion of budget.

• Country should explore the potential employment market within national and offshore and manpower will be developed with the view to the projection.

• Rules should be restricted for the professionals to work in their receptive field explicitly.

• It is important to make aware the employers and individuals not to suffer in diploma disease rather they need to understand the concept of job, ready for the graduates.

• Increasing budget for in-service training is required. Undertaking in-service training should be obligatory for the officials and workers. Saving budget from non-required higher education should be invested on VET programme.

In conclusion, in the Third World, any research carried out invariably results in a long list of recommendations. Policy-makers consistently fail to follow any of the suggestions made or, at best, partially implement those. A comprehensive solution continues to be elusive whilst the prevailing culture of corruption and political influence prevents the effective implementation of polices. Suggestions emerging as results of this research follow, however, we wish to emphasise that straightforward and direct implementation of the suggestions may not fully address all the existing problems. However, we firmly advocate that, if a transparent and open policy structure is developed and political interference is minimized, the suggestions could go a long way towards solving at least some of the problems facing the education sector in Bangladesh, particularly related with the return of investment in education.

It is also important to carry out an extensive research in the field of ROR in education of Bangladesh and also important to conduct some study focusing some aspects to have an in-depth knowledge.


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[1] It is interesting to note that, in order to produce a graduate, investment in the school is not the total investment required, as students enjoy subsidized national and international facilities (i.e. subsidized transports and cafeterias).

[2] But these jobs should be allocated for Arts and Social Science graduates.

GAZI MAHABUBUL ALAM: ILO Office, House# 12, Road # 12, Dhanmondi, Dhaka 1209; and Visiting Fellow, UNESCO Centre for Comparative Education Research, University of Nottingham. Phone: +880-2 9112836, 9120649, 9112876; Mobile: +88 – 01915620217; E-mail: [email protected]; [email protected]; MIRJA MOHAMMAD SHAHJAMAL: Research and Evaluation Division, Brac, 75 Mohakhali, Dhaka 1212, Bangladesh. Phone: +880-2-9881265, Ext: 2707; Mobile: +88-01714088110; E-mail: [email protected]; [email protected] and GOUTAM ROY: Research and Evaluation Division, Brac, 75 Mohakhali, Dhaka 1212, Bangladesh. Phone: +880-2-9881265, Ext: 2707; Mobile: +88-01712018951; E-mail: [email protected]

This article has previously been published in the Teacher’s World.

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