When we think of education, we often picture children in schools, learning the basics like names and tables, which is a familiar image for those of us from Generation X. However, for Millennials and today’s Generation Z, also known as Gen-Zoomers, this traditional view of education may seem outdated. They don’t need to rely on rote memorization; instead, they learn by doing. Our challenge, then, is to offer them an education system that goes beyond the conventional methods.
In this new approach, students won’t just finish their studies and then struggle to find work. Instead, they will emerge from educational institutions fully prepared for the workforce, ready to make direct contributions to the economy.

This is why we’re advocating for an education system with a triple mission: Degree, Skill, and Career. My focus is on higher education at the university level, where students not only earn a degree but also develop essential skills. Most importantly, they will be equipped to build successful careers. In line with this vision, we are already implementing such an education system at Washington University of Science and Technology in the USA, where the Triple Mission—Degree, Skill, and Career—is at the core of our approach.
Let’s start by discussing degrees. Traditionally, universities have focused on offering degrees that primarily provide students with theoretical knowledge. The curriculum often revolves around a few selected textbooks and lecture-based learning, forming the core structure of education. While there are some opportunities for students to acquire practical skills in labs, these experiences are often not as hands-on or timely as they should be.
To better prepare students, it’s essential to integrate both theoretical concepts and industry-specific knowledge into their education. The curriculum must be industry-oriented, regularly updated, and modified as necessary to reflect the evolving needs of the industry. Keeping the curriculum current is crucial to ensuring that graduates are equipped to meet the demands of a rapidly changing world.

In the classroom, students can acquire knowledge through lessons. But how to achieve the skill? That question will come. And the simple answer is that this teaching should be industry based as well as hands on. Here we emphasize the proper implementation of industry’s need-based curriculum. And the opportunity for industry-based job-oriented education will also be created in the classroom. The role of teachers after the industry-based curriculum is very important for successful completion of this task. In which case strategic decisions must be taken.
The third element of our triple mission is career development. Knowledge and skills only become truly valuable when they are effectively applied in real-world situations. That’s why we place a strong emphasis on the practical application of what students learn, particularly in their professional lives. So, career readiness requires significant attention because it determines the ultimate success of our educational goals.
We aim to provide students with an educational journey that not only prepares them to enter the workforce but also equips them to build successful careers. The effectiveness of this mission largely depends on how well we deliver on the first two—providing a strong foundation of knowledge and skills. By integrating project-based, research-based, and skill-based education, we can ensure that students graduate not just with a degree but with the experience needed to thrive in their careers. This approach also empowers students to become entrepreneurs, creating jobs rather than merely seeking them.

Here, I would love to mention that I can relate the dream of the present head of the interim government Professor Muhammad Yunus, who has been encouraging our youths for decades to become job giver, instead of becoming a job seeker. I also find our triple mission of education—Degree, Skill, and Career—aligns seamlessly with Professor Yunus’s Triple Zero theory: zero poverty, zero unemployment, and zero net carbon emissions. Together, these visions can drive significant progress and transformation, I firmly believe.
How can this be achieved? Let’s take a closer look at the university education system in Bangladesh. According to statistics, Bangladesh is home to over 173 universities, including 53 public, 107 private, and 3 international universities, with nearly 1 million students enrolled in undergraduate, graduate, and Ph.D. programs. Each year, more than 800,000 students graduate from these institutions. However, the unemployment rate among those with tertiary education has risen significantly, with about 46% of the country’s unemployed youths being university graduates, as reported by Business Standard on December 4, 2022.

Our education model addresses this issue by focusing on skill-based education. In this system, students will not simply graduate with an academic degree; they will be equipped with practical skills and knowledge that can be directly applied in the workplace. This approach ensures that graduate’s transition seamlessly from university to employment, reducing unemployment and, consequently, poverty to near zero.
A critical issue we must address is the disconnect between academic training and professional application. Often, students end up working in fields unrelated to their studies, which limits their career prospects. In Bangladesh, for example, we see many BCS cadres in the administration who originally studied engineering or medicine. This misalignment can be mitigated through practical, skill-based education, which opens vast opportunities for students. They become not just specialists for a specific job but valuable global resources, ready to contribute anywhere to the world.
Today, the world is more interconnected than ever, as Antonio Gramsci’s concept of the “Global Village” suggests. Individuals can work from any location for employers anywhere in the flat world. Therefore, it’s crucial to prepare ourselves as global citizens.
We are beginning to see this trend among our students, but it hasn’t yet gained the momentum it needs. When we compare our situation with that of our neighbor, India, we see a stark difference. India generates $195 billion annually from IT outsourcing alone, while Bangladesh has yet to reach the billion-dollar mark.
Young talents will establish themselves through skill-based work rather than just making government jobs their focus. And not only in the country, but they will also be prepared to work globally, this is our expectation. It requires skill and experience as well as a little light on some other issues. That is – it is important to know international language for the international environment. So, English should be emphasized. For that, the ability to speak and write English is very useful. To work for global leaders, graduates need to be proficient in business English, the curriculum should include effective language and cultural elements, so that they are able to work together with people from any part of the world.
Finally, I want to talk about the human qualities of students. Education can play a role in creating that. University curriculum should emphasize aspects of human qualities such as commitment, time management, ethics, patriotism, compassion, empathy and leadership. If university graduates have the required industrial skills and human qualities, they can prove themselves anywhere in the world.
At Washington University of Science and Technology, we are actively implementing this approach with great success. Our faculty members are not only scholars but also seasoned industry experts, bringing with them between 4 to 30 years of industry experience. This unique combination allows them to infuse classroom learning with practical skills directly relevant to the industry, ensuring that students are well-prepared for the professional world.
A common question might arise—are industry experts truly scholars? Without a doubt, they are. Based on our university’s experience, 92% of our faculty with industry expertise also hold PhD degrees. Some of these professionals work full-time in the industry while teaching part-time as adjunct faculty. This arrangement offers a significant advantage: they bring the latest industry updates and trends directly into the classroom.
Moreover, for faculty members who may not have up-to-date industry skills, we offer on-the-job training facilitated by industry experts. This comprehensive approach ensures that all our students are exposed to the latest industry trends and skills, paving the way for a prosperous future.