An Academic and Human-Centred Analysis of Divergent Pathways in India and Bangladesh

Youth, the State, and Global Competition:

An Academic and Human-Centred Analysis of Divergent Pathways in India and Bangladesh

Presented by:

Minhaz Samad Chowdhury

Independent Human Rights Defender

Focus: State Violence • Political Rights • Religious Minority Rights • Democratic Accountability in Bangladesh

🌐 https://hr-defender.blogspot.com

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Abstract

In the twenty-first century, global competition is increasingly driven by knowledge, skills, and innovation rather than natural resources alone. As a result, the capacity of states is closely linked to their ability to transform youth populations into globally competitive human capital. This paper offers a comparative analysis of India and Bangladesh, two South Asian neighbors with shared colonial legacies and demographic potential, yet markedly different outcomes in youth global integration. Drawing on human capital theory, freedom-centered development frameworks, and political sociology, the study argues that India’s relative success lies in competitive skill formation, partial protection of intellectual space, and global labor market integration. In contrast, Bangladesh’s youth potential is constrained by politicized education, shrinking civic space, fear-based governance, and credential-focused learning. The paper concludes that suppressing youth agency may yield short-term political control but undermines long-term national resilience and global competitiveness.

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Keywords

Youth development; human capital; global competitiveness; civic space; freedom of expression; India; Bangladesh; education policy; political environment

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1. Introduction

Youth are the most strategic asset of modern states. In an era defined by globalisation, digital transformation, and knowledge-based economies, national trajectories are increasingly shaped by how effectively countries prepare their young populations for global competition. Education systems, political environments, and civic freedoms now play decisive roles in determining whether youth become drivers of innovation or victims of stagnation.

India and Bangladesh provide a compelling comparative case. Both countries emerged from colonial rule in the mid-twentieth century, possess large youth populations, and face similar developmental pressures. Yet Indian youth have achieved a visible global presence in technology, research, healthcare, and corporate leadership, while Bangladeshi youth remain underrepresented and structurally constrained in global knowledge and labour markets.

This paper addresses the central question:
Why have Indian youth advanced more successfully in global competition, while Bangladeshi youth have fallen behind despite comparable demographic potential?

2. Theoretical Framework

2.1 Human Capital Theory

Human capital theory posits that investments in education and skills enhance productivity and economic growth (Becker, 1993). However, contemporary research emphasises that education alone is insufficient; institutional quality and political context determine whether human capital can be effectively utilised.

2.2 Freedom and Development

Amartya Sen’s (1999) capability approach argues that development is fundamentally about expanding freedoms—freedom of thought, expression, and participation. Where such freedoms are restricted, innovation and learning stagnate regardless of formal educational attainment.

3. Methodology

This study employs qualitative comparative analysis (QCA) based on:

• Secondary academic literature

• International governance and freedom indices

• Policy reports and human development data

• Comparative analysis of education and political environments

The methodology prioritises structural explanation over statistical correlation.

4. India: Competitive Pressure and Global Integration

India’s youth advancement is rooted in a highly competitive, though unequal, ecosystem of education and employment.

Elite institutions such as the Indian Institutes of Technology (IITs), Indian Institutes of Management (IIMs), and AIIMS emphasise problem-solving, research orientation, and global benchmarking. English-language proficiency further enables Indian graduates to participate directly in global knowledge production and professional networks.

In addition, India’s extensive diaspora functions as a transnational extension of its human capital system. Rather than treating migration solely as “brain drain,” India has leveraged global mobility to enhance its international influence and economic integration (Kapur, 2010).

Despite persistent inequalities, the Indian state has largely avoided systematically suppressing intellectual space, allowing youth to compete, fail, adapt, and re-enter global circuits.

5. Bangladesh: Structural Barriers to Youth Competitiveness

Bangladesh’s youth underperformance is not a result of diminished talent, but of structural constraints.

5.1 Politicisation of Education

Universities in Bangladesh have increasingly become politicised spaces where loyalty often outweighs merit. Student politics and administrative control undermine academic autonomy, discouraging critical inquiry and independent research.

5.2 Shrinking Civic Space and Fear-Based Governance

International indices consistently document declining freedom of expression and academic freedom in Bangladesh (Freedom House, 2024; V-Dem Institute, 2023). Surveillance, restrictive laws, and informal intimidation have fostered widespread self-censorship, particularly among students and early-career academics.

5.3 Credentialism Without Competence

The education system emphasises degree acquisition rather than transferable skills, research capacity, or global communication. As a result, many graduates possess formal credentials but lack competitiveness in international labour markets.

6. Human-Centred Analysis: The Cost of Lost Potential

Beyond policy and institutions lies a human cost. While Indian youth spend formative years acquiring globally relevant skills, many Bangladeshi youth devote their time to navigating political affiliations, avoiding risk, or seeking exit through migration.

This divergence is not a failure of individuals but a consequence of state choices. Fear may discipline behaviour, but it cannot cultivate creativity, leadership, or innovation.

7. Policy Implications and Recommendations

To reverse youth marginalisation, Bangladesh requires:

• Depoliticisation of educational institutions

• Legal and institutional protection of free thought and research

• Curriculum reform emphasising critical thinking and global skills

• Recognition of youth as human capital rather than political instruments

These reforms are not optional; they are prerequisites for global competitiveness.

8. Conclusion

The divergent trajectories of Indian and Bangladeshi youth illustrate a broader truth: states that invest in youth freedom and capability gain long-term resilience, while those that prioritise control over capacity sacrifice their future.

Suppressing youth agency may secure short-term political stability, but it erodes the foundations of innovation, trust, and global relevance. In the twenty-first century, national strength is inseparable from the freedom and competence of the young.

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References (APA Style)

Becker, G. S. (1993). Human capital: A theoretical and empirical analysis, with special reference to education (3rd ed.). University of Chicago Press.

Freedom House. (2024). Freedom in the world 2024: Bangladesh. https://freedomhouse.org

Kapur, D. (2010). Diaspora, development, and democracy: The domestic impact of international migration from India. Princeton University Press.

Sen, A. (1999). Development as freedom. Oxford University Press.

UNDP. (2023). Human Development Report 2023–24. United Nations Development Programme.

V-Dem Institute. (2023). Democracy report 2023. University of Gothenburg.