There is a paradox in Bangladesh's education landscape. Higher education has expanded considerably, yet 22 public universities reportedly still operate without permanent campuses. At the other end of the system, a literacy rate of 77.9 per cent indicates that a substantial share of the population remains outside the world of basic literacy. The contrast raises a larger question: are we building an education system or simply expanding the number of institutions? Educational progress should ultimately be judged not by how many institutions we establish, but by the human capability they create.

The Ladder and the Roof

Every strong education system begins with literacy and numeracy and progresses towards research, innovation and knowledge creation. Yet the 2025 Multiple Indicator Cluster Survey shows that only 50.2 per cent of children aged 7-14 had reached the foundational level in reading and just 39.2 per cent in numeracy. The challenge, therefore, is no longer simply getting children into school; it is ensuring that they actually learn. When millions of people lack the basic skills to understand information, use technology or access financial services effectively, an educational weakness becomes a constraint on national productivity. Literacy, therefore, is not merely a social goal; it is part of a nation's economic infrastructure.

When a University Has No Home

At the other end of the education system stands the university-not merely as a collection of buildings, departments and certificates, but as a centre of knowledge, inquiry and intellectual growth. When a public university operates for years without a permanent campus, adequate laboratories, libraries, research facilities or a stable academic environment, students bear the real cost. Buildings can eventually be completed, but the educational opportunities lost during a student's university years cannot easily be recovered. Public policy should therefore resist the temptation to create new institutions unless the foundations necessary for their success can also be provided. Announcing a university is relatively easy. Building a functioning university is much harder. Creating an institution respected for knowledge and scholarship can take generations.

Does Every Place Need a University?

Access to higher education is essential, but access does not necessarily require a university in every geographical location. In some cases, strengthening an existing university or establishing a specialised institute may serve students and the economy better. The real constraint is not simply land. It is the availability of capable teachers, researchers, laboratories, research funding and a strong academic culture. Bangladesh should therefore consider moving from administrative geography towards what might be called "knowledge geography"-developing marine science capabilities in coastal regions, advanced agricultural research in major farming belts and engineering, robotics and technology institutions around industrial corridors. Before establishing another university, policymakers should ask a simple question: what important national or regional problem will this institution be uniquely equipped to solve?

From Alphabet to Artificial Intelligence

Bangladesh is simultaneously confronting two educational realities: millions still struggle with basic learning while artificial intelligence, robotics and automation are rapidly changing the skills required in the workplace. The workers of tomorrow will need more than certificates. They will need literacy, numeracy, digital competence, adaptability, communication and problem-solving abilities. A country cannot prepare effectively for an artificial-intelligence economy if a significant part of its population still struggles with foundational learning. But this should never become a choice between literacy and universities. Bangladesh needs both: a strong foundation that enables every citizen to learn and high-quality universities capable of producing scientists, researchers, innovators and new knowledge. The journey towards artificial intelligence still begins with learning the alphabet.

Building the Whole Education Ladder

So, Bangladesh should consider education as a single continuum, from basic literacy to university research.

First, a National Education Capability Map should be prepared by the government. It should identify the significant weaknesses - illiteracy, poor reading and numeracy skills, school dropouts, skills mismatch, and unemployment among graduates. This would enable the government to allocate its resources most effectively.

Second, literacy programmes can't only teach reading and writing. They should also incorporate the following basic digital skills, skills for financial literacy, health awareness and skills for improving employment and income:

Third, Bangladesh needs to assess the actual learning outcomes of children and not just the number of pupils in school. Reading and numeracy in this instance should be important indicators of educational achievement.

Fourth, a new public university should not accept students until there is adequate education facilities. They should include proper classrooms, labs, library, digital facilities, good teachers and sufficient funding.

Fifth, even for those universities that are still in operation without permanent campuses, it is necessary to give them definite timetables to finish. They should be regularly monitored by the Ministry of Education, University Grants Commission and Planning Commission.

Lastly, the government must consider if another university is necessary before approving it. It should look at what particular subjects the university will specialise in, what other university exist nearby, and whether qualified teachers are available and the special contribution that the new university can make to the country.

A University Is a Promise

Every educational institution represents a promise-that learning will expand human potential. Buildings can provide campuses, laws can establish universities and certificates can identify graduates, but only learning creates capability. Bangladesh needs literacy at the foundation and knowledge creation at the top. The future will judge us not simply by how many universities we establish, but by what our people can learn, create and contribute. The journey towards the universities of tomorrow must therefore begin with the person who cannot read today.

Major General (Retd.) Md. Nazrul Islam is the former Executive Chairman of BEPZA and former Executive Member (Planning) of BEZA. He is a PhD researcher focusing on technology, workforce transformation, and industrial competitiveness, and the author of the Zi-DoNa Trilogy.