In recent weeks, my involvement in three major research projects focused on youth and skills has enlightened me on the pressing issues faced by this demographic. Two of these projects were assigned to me by international development organizations, reflecting their recognition of the importance of addressing these concerns. Specifically, one project explores the participation of women in the formal economy, aiming to understand and mitigate existing barriers to their full inclusion. The second project focuses on NEET (not in education, employment, or training) youth in Bangladesh and aims to identify the skills needed for their integration into the workforce.
Both projects shed light on critical aspects of youth development that require urgent attention. The prevalence of gender inequality within economic systems is a persistent obstacle inhibiting women’s access to opportunities and resources. By delving into this issue, I hope to contribute insights that will inform policies and initiatives promoting gender equality and empowering young women economically. Similarly, addressing the challenges faced by NEET youth in Bangladesh is crucial for propelling both personal growth and national development. By examining their unique situations and identifying the specific skills required for their successful transition into employment or education, we can provide tailored interventions that address their needs effectively. In parallel with these two projects, I am also engaged in another vital endeavor: redesigning the essential skills curriculum (ESK) of the University of Liberal Arts Bangladesh (ULAB). Two years ago, ULAB took a drastic measure to introduce an essential skills program as a mandatory graduation requirement for all undergraduate students to equip them with skills to better navigate their professional and personal lives. Recognizing that proficiency in essential skills is integral to success across various professional domains, it is imperative to reimagine how we equip young people with these competencies today. Through collaboration with educators and stakeholders, my aim is to develop a revised curriculum that prepares both current and future generations with adaptable skills necessary for navigating complex work environments.
In order to successfully complete the three assignments, I embarked on a comprehensive journey across various regions of Bangladesh. My objective was to gain a deep understanding of the specific social and cultural challenges that hinder youth from acquiring the essential skills needed for their personal and professional development.
Throughout my expedition, I meticulously conducted numerous key informant interviews and facilitated focused group discussions (FGDs) with youth, adolescents, teachers, employers, and other stakeholders directly involved in skill acquisition initiatives. These engagements provided invaluable insights into the obstacles faced by these individuals on their unique paths towards skill-building.
Furthermore, I dedicated a significant amount of time to observing hours of classroom sessions and closely analyzing the dynamics of social interactions among young learners in different educational settings. This enabled me to grasp the complexities and nuances surrounding the process of skill acquisition in Bangladesh.
By venturing into diverse communities within Bangladesh, engaging with key stakeholders, and immersing myself in real-world learning environments, I have amassed a wealth of detailed information that will be instrumental in addressing the challenges faced by young people pursuing skill development opportunities in this country.
During the recent FGDs and KIIs conducted in Bangladesh, I had the opportunity to closely observe the skills and attitudes displayed by male and female youth. What struck me were the stark differences between these two groups that I have been noticing over the past few years. Upon interacting with girls, I couldn’t help but notice their remarkable focus, energy, and determination. They exuded a sense of purpose that was evident in their confident demeanor and articulate expression. It was inspiring to witness the hope radiating from within them. Not only were these young girls driven by ambition, but they also possessed a contagious level of enthusiasm. Their energy seemed to defy any obstacles they may face on their path towards success. It was evident that they were ready to take on challenges head-on. In contrast, the interactions with male youth revealed a different dynamic. While many demonstrated competence in various areas, there seemed to be a lack of clarity regarding their goals and purpose. The passion and fervor exhibited by their female counterparts were not as prominent among the males. These observations shed light on an intriguing phenomenon within Bangladesh’s youth population—one where girls are inherently more inclined towards personal growth and empowerment. This finding highlights the immense potential that exists within this group, representing significant opportunities for development and progress. It is crucial for stakeholders in Bangladesh to fully recognize and harness this incredible capability residing within girls. By acknowledging their unique skills and empowering them further through educational opportunities, vocational training programs, mentorship initiatives, and supportive policies, we can unleash a new wave of young women leaders who will undoubtedly make substantial contributions to society. Therefore, it is imperative for organizations working with youth development in Bangladesh to allocate resources specifically towards strengthening the existing strengths of young girls while simultaneously addressing any barriers or challenges they may face along their journey.
During my frequent journeys back home, I couldn’t help but ruminate over the notable absence of talented young girls in the workplace, particularly in leadership positions. These reflections plagued my mind during long nighttime bus rides, leading me to question where exactly these brilliant girls were disappearing to and, more importantly, why. The gender disparity prevailing within leadership roles prompted me to initiate a thorough investigation.
Delving deeper into this matter required extensive research and analysis focusing on Bangladesh’s youth employment landscape. The objective was to unravel the underlying factors preventing girls from assuming influential positions. By scrutinizing various socio-economic aspects, it became apparent that a multifaceted approach was necessary to tackle this issue effectively.
One striking discovery was that while girls demonstrated exceptional skills in their educational pursuits, those talents were not being harnessed adequately within the professional realm. Familial expectations and societal norms often hindered their advancement, compelling them to prioritize domestic responsibilities over career aspirations.
Moreover, deep-rooted cultural biases perpetuate preconceived notions regarding women’s capabilities as leaders. This regrettably led many organizations to overlook the immense potential hidden within their own female workforce.
To address these barriers hindering girls’ progression into leadership roles, a comprehensive strategy involving education reform, mentorship programs, and awareness campaigns targeting both parents and employers is required. Encouragingly, several initiatives had already emerged focusing on nurturing managerial qualities among young girls through skill-building workshops and networking opportunities. While much work remains ahead in dismantling these systemic obstacles and fostering an environment conducive to gender equality in leadership roles, understanding the root causes has paved the way for tangible change. Through collective efforts encompassing education reform and shifting societal mindsets, we can harness the untapped potential of brilliant young girls who yearn to make meaningful contributions within the professional world.
In Bangladesh, it is crucial to address the challenges faced by young girls in order to secure their future. To ensure their mental security, we must create a supportive environment both at home and in academic institutions. Additionally, introducing them to positive role models will inspire and motivate them to strive for success.