Education is considered an indispensable tool for human development. The rational growth of an individual is expected to be accelerated through receiving education. But in many instances, education may not accomplish what we universally claim unless it equips the individuals with knowledge and skills crucial for personal and professional growth. Across the world, the skills gap is leaving millions of youths unprepared for the job market despite their education.

The report published by the World Economic Forum-2024 claims that fifty percent of today’s global workforce needs to upskill or reskill to stay relevant. It also projects the figure to be at ninety percent by 2030if the issue remains unaddressed, resulting in a staggering global GDP loss of 15 trillion US dollar. In Bangladesh it is worth noticing that over the years we have seen a quantitative progress in the education sector stating the widespread accessibility of the people of different socio-economic context to education with high enrollment at primary and secondary level of education. Besides, the higher education in public universities and colleges affiliated with national university, privatization of tertiary education has opened up new possibilities contributing significantly for inclusive education. But the question may be pertinent to raise; what will we do with the revolution in education when it fails to equip learners with pragmatic life skills?
However, in the era of digitalization, how far it would be rational to confine the learners to the traditional education setup where the world prioritizes competence-based education to mitigate the challenges in the advent of Artificial Intelligence (AI), Robotics and Internet of Things. Given the advances in technology and artificial intelligence, skill-based education has been instrumental.
Skill-based education is an approach emphasizing the development of one’s practical skills required to thrive in their chosen field. It goes beyond traditional knowledge-based learning focusing on theory and information. It aims at transforming knowledge into skills and learning into insight contributing significantly to align with the technological era and empowering students with the expertise the employers seek in a rapidly evolving global landscape. It not only shows the individuals the way of livelihood but also accelerates holistic development of a nation.
In the global landscape the countries such as Singapore, Switzerland, and South Korea have emerged as the pioneers of vocational education and training where other countries have considered them models to emulate. But these days in terms of prioritizing skill-based learning in the mainstream of education European countries have reached at the top of the index. They have successfully incorporated vocational training in the education system contributing to high employment and robust economies.
The Global Education Report-2022 states that in case of ranking for skill-based education Finland remains the top with a score of 84.8 followed by Sweden with a score of 84.3. out of 100. New Zealand and Singapore have appeared as third and fourth respectively in the ranking while the Netherlands have secured the fifth in the ranking. Besides, Germany, Japan, and Australia have scored between 60 to 73 in terms of the implementation of skill-based education while only 14 percent students of Bangladesh have received technical qualifications corresponding to a dire circumstance of the skill-based education in the country.
In Bangladesh in recent years, we have seen the growth of enrollment in Technical and Vocational Education and Training (TVET). The country has realized TVET as the vital tool for economic development. Following its graduation to middle income country in 2026 and upper middle income one by 2031, the country has set some strategies emphasizing skill-based and technology-centered education that are supposed to uplift many indicators of achieving SDGs and help to build knowledge economy. However, plans and policies can hardly benefit us unless these are not implemented effectively.
Studies have revealed that skill mismatch has contributed to escalating youth unemployment in the country. The scenario is more frustrating amid the educated youth. According to the Centre for Policy Dialogue (CPD) study, more than one-third of the total youth labor force in Bangladesh with higher education is unemployed. A recent report published in an English daily reveal that around 30% of Bangladeshi graduates are unemployed due to the education system emphasizing theoretical knowledge and neglecting practical skills necessary for employability. It is good to see that 65% of the country’s population falls in the category of the working age group. But in many cases, we have failed to reap the benefits of it for staying them unutilized for years due to existing skill gaps and mismatches. According to the Bangladesh Institute of Development Studies (BIDS), 96% of the population lacks essential skills impacting production sectors significantly.
However, harmonious development of a country is completely centered on how it has the ability to exploit its manpower. Upon this circumstance skill-based education should be at the forefront for creating a skilled workforce that drives innovation and economic growth and lays the strong base for achieving SDGs. So, let us take concerted efforts to prioritize skill-based education and training crucial for creating a sustainable future for all.
The writer is Vice Chancellor (D) of Prime University