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IN MANY parts of Bangladesh, the question of a person’s future still revolves around academic grades or household roles rather than practical capabilities. But in a society where job scarcity is high and self-employment is increasingly common, traditional pathways to livelihood are no longer sufficient. What today’s economy demands is not just general education, but specific, marketable skills — skills that connect individuals directly to income, independence and dignity.

Whether it is a young man repairing mobile phones in a village market, or a woman learning graphic design from home to support her family, these examples point to the growing need for inclusive, flexible skill development programmes. It is this shift — from passive learning to applied knowledge — that must define Bangladesh’s education policy for the future.

The difference between a personal skill and a marketable one lies in the context of application. A teenager making coffee at home displays courtesy and basic competence. But if that same girl learns to prepare a variety of coffee-based drinks using machines and sells them in a café, she gains a livelihood skill. It is this shift — from informal abilities to structured, income-generating skills — that must be prioritised in national education and development policies.

The government of Bangladesh has long recognised this. Through its ‘Skills for Employment’ initiative, it has attempted to address youth unemployment and underemployment by enhancing technical and vocational training. Public institutions like polytechnic institutes, technical schools and training centres are part of this effort, alongside several private initiatives. Yet challenges persist. As of 2023, nearly 27 per cent of the working-age population — around 39 million people — remained outside formal skills training. Women and rural communities are disproportionately affected, suggesting that traditional models of delivery may be insufficient or inaccessible for many.

To truly bridge this gap, the country needs more inclusive and flexible frameworks for skill development. One promising solution could be the establishment of an ‘Open Polytechnic’ under the auspices of Bangladesh Open University. This would build on BOU’s existing strength in delivering open and distance learning, especially to marginalised and remote communities.

The concept of an Open Polytechnic is not untested. The Open Polytechnic of New Zealand offers a compelling example. It serves around 30,000 learners — mostly adults and working people — through online and blended modes. It offers qualifications in areas aligned with labour market needs, including hospitality, digital marketing, construction management and IT support. Students often study while working or caring for families, a flexibility that is crucial in extending educational opportunities to those otherwise excluded from formal systems.

BOU already has a track record of reaching out to underrepresented groups. Its Open School offers SSC and HSC qualifications to school dropouts, with 20,000–30,000 new students enrolling each year — most of them from rural areas and many of them women. In 2023 alone, about 140,000 students enrolled in the SSC vocational programme under the technical education board, half of whom were women. These figures are encouraging. They show that when learning is made accessible, people respond. What is lacking is a comprehensive platform for vocational and livelihood-oriented education beyond the secondary level that reaches learners on their terms.

An Open Polytechnic could fill that gap. Such an institution could offer certificate and diploma courses in a wide range of subjects: IT skills, web design, graphics, tailoring, beauty care, agricultural technology, electronics, renewable energy, driving, food processing and more. Courses could be short-term (3–6 months) or mid-term (1 year), allowing flexibility. Learners could engage through online classes, printed modules, e-books, assignments and practical sessions at local centres. BOU’s extensive infrastructure — 12 regional and 80 sub-regional centres — provides a ready network for support and delivery.

The potential reach of this initiative is wide. It could target ‘Not in education, employment, or training’ youth, housewives, informal workers, school dropouts and returnee migrants. According to the International Labour Organisation, skill development can raise individual income levels by up to 35 per cent. By offering accessible, demand-driven training, an Open Polytechnic could help convert latent talent into economic activity — particularly among women, who often face barriers to traditional forms of education and employment.

Moreover, this model aligns well with the needs of a rapidly changing economy. Bangladesh is entering a phase of digital transformation linked to the Fourth Industrial Revolution. Skills in computing, freelancing, digital marketing and renewable energy are in increasing demand. An Open Polytechnic, responsive to labour market trends, could help future-proof the workforce and reduce dependency on a shrinking pool of public sector jobs.

However, challenges remain. Internet access remains limited in many rural areas. There is a shortage of qualified trainers, particularly in newer technologies. And courses must be recognised and accredited to be meaningful in the job market. These issues can be addressed through a mix of innovation and partnership. Offline options through local centres can reduce reliance on broadband access. Industry experts and freelancers can be recruited as adjunct instructors. Crucially, partnerships with the Technical Education Board and existing polytechnic institutes can ensure formal recognition and quality assurance.

In today’s context, the goal should not merely be employment but meaningful engagement in economic and social life. Livelihood skills offer dignity and agency, allowing individuals to contribute actively to their communities. For many, especially women and rural youth, a flexible, open learning model may be the only realistic pathway to such empowerment.

The time is right for such a reform. Policymakers, educators, civil society and the private sector must come together to back this vision. An Open Polytechnic under BOU would not only support individual growth but also contribute directly to national goals — poverty alleviation, gender equity and the Sustainable Development Goals. Education today must be more than a ladder; it must be a bridge — connecting people to real opportunities, on their terms.

By expanding what counts as education and who gets to access it, Bangladesh can equip its citizens not just to survive, but to thrive.

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Dr Md Mizanoor Rahman is a teacher at the Bangladesh Open University.