A small incident can trigger a revolution when societal discontent reaches a tipping point. Often, those in power or government fail to notice the underlying dissatisfaction of the general population.
This is akin to an egg: The changes inside are hidden, but when a chick suddenly hatches, we realize significant transformations were taking place all along. This metaphor serves as a reminder for policymakers, economists, educators, industrialists, and governments to be more vigilant and thoughtful before making decisions.
As we navigate the era of the fourth industrial revolution (4IR), we are increasingly integrating advanced technologies into industry, society, and everyday life. While 4IR holds the promise of innovation, efficiency, and economic growth, it also raises concerns about its degenerative development and disruptive nature.
It is crucial for leaders to carefully consider the broader implications of their actions, ensuring that progress benefits society as a whole and addresses any emerging challenges.
The World Economic Forum predicts that around 85 million jobs could be replaced by AI-enabled machines by 2025, raising concerns about job displacement and future employability. In countries like Bangladesh, where a large portion of the workforce is unskilled and fewer than 14% of youth -- who represent 28% of the population -- have completed tertiary education without acquiring 4IR-relevant skills, the premature adoption of 4IR technologies could exacerbate inequalities and social unrest.
Therefore, it is crucial to conduct thorough assessments and careful planning before implementing these technologies. A comprehensive understanding of 4IR and its potential impacts on production, services, education, and society is essential for developing a balanced and inclusive approach to this transformation.
The 4IR integrates advanced technologies like AI, robotics, IoT, blockchain, and biotechnology, transforming how we live, work, and interact. Unlike developed countries, which adapted their education models to the needs of the industrial era, Bangladesh's schools and universities do not provide 4IR technologies and the skills necessary for today's jobs or foster the creativity and innovation required for the 4IR workforce.
Even if we begin overhauling our education system in the near future to meet the demands of the 4IR, it is likely to take several decades to implement. Should we wait until our young people acquire 4IR competencies and technical knowledge? Certainly not. We can start by automating key sectors -- such as industry, business, services, and healthcare -- by identifying priorities, especially in those sectors that generate foreign currency for the country. Other sectors can be automated gradually over time.
Sectors that generate foreign currency
The RMG sector is Bangladesh’s largest foreign currency earner and employs around 4.2 million people, making a significant contribution to the GDP. In this sector, 4.3% of workers have no formal education, 22.8% have completed elementary school, 35.1% have finished junior high, and 13.1% have completed high school. Other major sectors, like leather footwear, agriculture, food processing, jute products, pharmaceutical industry, steel manufacturing, shipbuilding, and light engineering, employ workers with similar educational backgrounds.
Since most jobs in these industries are routine, they are at risk of being replaced by AI and automation. However, this transition is expected to be gradual, allowing traditional and innovative production methods to coexist for some time, which can help create a future with quality jobs and secure livelihoods.
To prevent mass unemployment and potential social unrest, it is essential for these industries to identify workers who need reskilling or upskilling and place them in other productive roles.
Labour migration plays a crucial role in Bangladesh's economy, with approximately 8 million Bangladeshi migrants working overseas. Among these migrants, around 57% are unskilled, 34.95% are skilled workers, and only 0.41% are professionals.
In 2023, they sent nearly $21.9 billion in remittances, making it one of the top income sources for Bangladesh. These remittances support household incomes and help finance essential imports, boosting the economy. To maximize these benefits, the Bangladeshi government should focus on developing a skilled workforce, enabling more migrants to access higher-paying jobs and significantly contribute to the economy. Preparing workers with technical knowledge and skills for the 4IR should be a priority.
Another concern with 4IR is its potential to exacerbate "degenerative development," which refers to practices that harm the environment, deplete resources, and increase inequalities. The rise in digital technologies contributes to environmental damage through electronic waste, high energy consumption, and resource extraction. Data centres and digital infrastructure rely heavily on non-renewable energy, increasing carbon footprints.
Additionally, AI-driven agriculture might focus on high yields at the expense of sustainability, leading to habitat destruction and biodiversity loss. The widespread use of digital technologies raises data privacy concerns, risking exploitation and the erosion of individual rights.
The role of universities
Higher education institutions (HEIs) can address these challenges by promoting "regenerative development," focusing on restoring ecosystems, advancing social equity, and ensuring sustainability. By teaching about the circular economy, sustainable design, and ethical AI, HEIs can prepare students to develop solutions that are both environmentally and socially responsible.
Universities have the potential to spearhead research initiatives centred on sustainable technologies and practices. By prioritizing projects in areas such as renewable energy, sustainable agriculture, and green technology, higher education institutions can develop solutions to minimize environmental impact.
In today’s globalized economy, export-oriented industries will only succeed if they can rapidly produce high-quality products using AI-based technologies. This underscores the importance of graduates possessing both technical expertise and employable skills.
Universities in Bangladesh must focus on equipping graduates with skills that make them employable and technically proficient. Teaching students how to manage disruptions and avoid adverse developmental impacts is essential.
To achieve this, universities should update their curricula and teaching methods to better prepare students for the rapidly evolving technological landscape and to effectively address disruptions and degenerative developmental challenges.
Emphasizing lifelong learning will enable students to remain flexible and capable of overcoming new challenges throughout their careers. Collaborative efforts among policymakers, industry leaders, educators, university administrators, and the government are crucial for developing innovative strategies to address current issues and ensure a well-prepared workforce for the future.
M M Shahidul Hassan is Former Vice Chancellor, East West University and Professor, BUET. Email: shahidul7371@gmail.com.