The nation stands at a critical juncture in its economic trajectory, with policymakers increasingly viewing skills training as the last viable pathway to harness the country’s demographic dividend.
Ahead of the last election, BNP pledged to create employment for one crore people if elected. Central to that promise was a commitment to overhaul the education system, prioritising technical and vocational training. The newly formed BNP-led government has since initiated efforts to develop a skilled workforce to expand employment opportunities both domestically and abroad.
However, this is not the first such attempt.
More than a decade ago, the previous Awami League government also sought to capitalise on the country’s large youth population through technical education. In 2010, it launched the Skills and Training Enhancement Project (STEP), aiming to upgrade polytechnic institutes by addressing shortages of laboratory equipment and teachers, thereby improving the quality of technical education and producing industry-ready graduates.
The project, implemented by the Directorate of Technical Education, was extended twice before concluding in June 2019. Before that, the government had initiated the Skills Development Project (SDP), which ultimately stalled due to irregularities and mismanagement.
Although STEP achieved partial success, plans for a follow-up “STEP-2” project never materialised, despite interest from development partners. Instead, in July 2021, a new five-year initiative titled Accelerating and Strengthening Skills for Economic Transformation (ASSET), supported by the World Bank, was launched with a stronger focus on occupation-based training.
The ASSET project faced significant delays, taking nearly three years to begin full operations due to the impact of the Covid-19 pandemic and staffing shortages. Training activities finally commenced in January 2024.
However, progress was again disrupted by the political upheaval in July and August 2024, when a mass uprising led to the fall of the Awami League government, followed by a deterioration in law and order that slowed government operations.
Since early 2025, the project has regained momentum, with training programmes now running at full capacity across the country.
The initiative focuses on providing free technical training to unemployed youth, women, and disadvantaged groups. Participants receive stipends, and priority is given to women and marginalised communities.
So far, approximately 233,660 individuals have completed training and received certification under the ASSET programme, while a similar number are currently undergoing training. According to project sources, between 60% and 65% of trainees enter employment within three to six months of completing their courses.
Recognising its importance, authorities are now seeking a two-year extension to ensure the programme’s full implementation, with the World Bank reportedly expressing a positive stance.
Bangladesh entered its demographic dividend phase in the early 2020s, a period expected to last around two decades. During this time, more than 65% of the population falls within the working-age group of 15 to 64, presenting a unique opportunity for accelerated economic growth.
But experts warn that the window is closing.
Manzoor Ahmed, emeritus professor and head of an advisory committee on primary and secondary education reforms under the interim government, believes the country has already fallen behind in achieving its goals.
“For the next 10 to 15 years, youth will dominate the population. This is the last opportunity to utilise the demographic dividend,” he said. “If we can make the younger generation skilled, competent, and productive within this period, the economy will benefit significantly.”
He emphasised the urgency of expanding vocational education alongside basic schooling, arguing that past attempts to integrate technical education into general schools have failed. Instead, he called for strengthening specialised technical institutions and introducing industry-based internships and training.
Despite ongoing efforts, the technical education sector continues to struggle with longstanding issues.
A shortage of qualified teachers and a lack of modern laboratory facilities remain major obstacles, according to Md Abul Kalam Azad, controller of examinations at the Technical Education Board.
“These limitations prevent full implementation of the technical curriculum,” he said. “Without addressing them, how can institutions produce skilled, industry-ready workers?”
In response, the government is prioritising short-term training programmes to rapidly produce skilled workers.
Under the ASSET project, 203,000 individuals are receiving three-month (360-hour) training through 192 public and private training providers. In addition, 222,500 people are undergoing enterprise-based training in collaboration with industry partners.
Another 123,000 individuals—who lack formal education but possess practical skills—are being certified through competency assessments conducted by the National Skills Development Authority. These certifications are proving valuable both domestically and internationally.
Certification has become particularly important for overseas employment. Officials say Saudi Arabia, for example, now requires skill certification before recruiting workers from Bangladesh.
Mohammad Shaheen, additional secretary at the Ministry of Expatriates’ Welfare and Overseas Employment, confirmed that certified workers have better job prospects and higher wages abroad.
Robindronath Mahato, deputy project director of ASSET, said the initiative goes beyond training by also supporting employment placement.
“We do not stop at training,” he said. “We assist trainees in entering dignified employment or becoming self-employed.”
The project also provides grants to selected diploma-level institutions to improve their standards.
Participation trends vary across programmes.
Students from schools, colleges, and universities dominate short-term training courses, while unemployed individuals, women, and disadvantaged groups are more prominent in enterprise-based programmes.
Successful trainees receive government certificates and stipends, and many are connected to job opportunities through training centres.
Interviews with trainees suggest diverse outcomes. Some have secured jobs, while others have turned to self-employment, launching small businesses or working as independent professionals. In many cases, they are also creating employment opportunities for others.
Experts believe the programme could have far-reaching effects.
Syed Azharul Haque, a training assessment specialist in technical education, said the initiative has created employment opportunities for people across all segments of society.
“If implemented properly, this programme will benefit a large section of the population,” he said.
Stakeholders remain optimistic that the successful implementation of the ASSET project will strengthen the technical and vocational education system, expand employment opportunities at home and abroad, and ultimately enable the country to reap the full benefits of its demographic dividend.
For now, however, time remains a critical factor.
