¶¶Òõ¾«Æ·

BANGLADESH is at a critical juncture where demographic opportunity meets economic necessity. With a median age of just over 27 years and more than two million youth entering the labour market every year, the demand for employable skills has never been greater. Against this backdrop, polytechnic education, the cornerstone of technical and vocational education and training, should ideally serve as a vehicle to transform this youthful population into a productive work force. Yet, the reality is sobering. While polytechnic institutes proliferate in number, concerns about quality, relevance, infrastructure, and employment linkage continue to haunt the system. Unless comprehensive and bold reforms are undertaken, Bangladesh risks squandering its demographic dividend and falling short of its development ambitions.

Polytechnic education is designed to provide technical knowledge and practical skills for mid-level jobs in sectors such as engineering, electronics, construction, textile, automotive, and information technology. Graduates of diploma-in-engineering programmes from polytechnic institutes are expected to fill a vital space between theoretical university degrees and basic manual labour, the so-called ‘technician class’ that every industrial economy depends on.

Polytechnic education holds enormous potential. It offers a more affordable and shorter pathway to employment compared to traditional university education. For students from low-income and rural backgrounds, polytechnic institutes can provide a ladder out of poverty through skilled employment or entrepreneurship. For the economy, they are crucial in meeting the growing demand for skilled labour in both domestic and overseas job markets. But despite this promise, polytechnic education has failed to gain the respect and recognition it deserves, in society, in policy priorities, and even among the youth.

Bangladesh has more than 49 public and more than 500 private polytechnic institutes offering four-year diploma-in-engineering programmes. According to the Directorate of Technical Education, nearly 400,000 students are enrolled in technical and vocational institutions across the country. Despite this large footprint, the quality and credibility of the education imparted remain deeply problematic.

Many government polytechnic institutes suffer from severe infrastructure deficits: outdated workshops and laboratories, insufficient tools and machinery, lack of digital teaching aids, and in many cases, an absence of functioning libraries or internet connectivity. Classroom sizes are often too large to allow meaningful instruction, and student hostel facilities are inadequate. Private polytechnics fare even worse, with many operating in cramped rented buildings with poorly trained teachers and little oversight from authorities. As a result, students are often left to rote-learn theory without hands-on experience — the antithesis of what technical education is supposed to deliver.

A major bottleneck in polytechnic education is the chronic shortage of qualified and motivated instructors. According to the Bangladesh Technical Education Board, many sanctioned teaching posts remain vacant for years, while those in service frequently lack industry experience and modern pedagogical training. Career progression is slow, salaries are not competitive, and training opportunities are rare. The result is a demotivated teaching cadre, unable to keep pace with changing technologies or inspire students towards innovation and excellence.

In the rapidly evolving landscape of engineering and technology, curriculum updates are necessary every few years. Yet in Bangladesh, polytechnic curricula often lag far behind industry standards. Courses continue to be taught using outdated syllabi, ignoring critical sectors such as robotics, artificial intelligence, renewable energy, or advanced manufacturing. Moreover, the curricula are seldom developed in consultation with industry leaders or prospective employers, making them poorly aligned with market needs.

One of the most damaging factors affecting the growth and impact of polytechnic education is the deeply entrenched societal bias against vocational pathways. In Bangladeshi culture, academic tracks are perceived as superior, while vocational and technical streams are viewed as fall-back options for those who ‘could not do better’. As a result, many students enrol in polytechnic institutes not out of choice but compulsion, having failed to secure a place in mainstream colleges.

This perception is reinforced by a lack of parity of esteem. Polytechnic graduates, despite completing a four-year diploma programme, find themselves unable to transfer credits to universities or access higher education easily. Employment in government services remains limited due to the absence of a clear career pathway. Even in the private sector, employers often prefer engineering graduates from universities over diploma holders for similar roles. This institutionalised hierarchy demoralises students and limits their aspirations.

A vital missing link in polytechnic education is the partnership between educational institutions and industry. In many advanced economies, technical and vocational education thrives on strong ties with the private sector. Companies collaborate on curriculum design, offer internships, donate equipment, and even absorb students through guaranteed job placements. In Bangladesh, these linkages are weak or non-existent.

Very few polytechnic institutes have formal agreements with local industries or businesses. Internship programmes, where they exist, are poorly monitored and often reduced to token gestures. Without exposure to real-world industrial environments, students graduate with theoretical knowledge but no practical confidence. This skill mismatch contributes to high unemployment among diploma holders, even as industries complain about a lack of skilled labour.

Technical education remains male-dominated in Bangladesh, with female enrolment hovering around 10–15 per cent in most polytechnic institutes. Social taboos, safety concerns, and limited hostel facilities for girls discourage female participation. Even when enrolled, girls are often channelled into traditionally ‘soft’ trades like garments, nursing, or computer applications, while staying away from mechanical or electrical engineering. This gender disparity not only limits women’s career opportunities but also deprives the country of a large pool of untapped talent.

Despite its importance, polytechnic education receives limited attention in national budget allocations. Technical and vocational education and training receives less than 2 per cent of the total education budget, and much of that goes towards salaries and maintenance rather than innovation or infrastructure. Donor-funded projects have supported specific interventions, but these are seldom sustained beyond the project life cycle.

Moreover, the governance structure of polytechnic education is overly centralised and bureaucratic. Important decisions around curriculum, teacher recruitment, examinations, and institutional autonomy are controlled by the Directorate of Technical Education and the Bangladesh Technical Education Board. This limits the flexibility of individual institutions to innovate or respond to local market conditions.

Ironically, one of the brightest prospects for polytechnic education lies beyond the country’s borders. Bangladesh sends over 800,000 workers abroad annually, yet most are unskilled or semi-skilled, fetching low wages and vulnerable to exploitation. Countries in the Middle East, Southeast Asia, and even Europe have an increasing demand for certified technicians in sectors like construction, plumbing, electrical work, and IT support.

If polytechnic education can be aligned with international competency standards such as those by ILO or ASEAN TVET councils, Bangladesh can significantly raise the skill level of its overseas workers and increase remittance earnings. This would require not just curriculum reform but also partnerships with international training bodies and recognition agencies.

To revive and reimagine polytechnic education, Bangladesh must adopt a multipronged approach that addresses quality, equity, relevance, and recognition.

First, there needs to be a national campaign to change perceptions about technical education. Policymakers, media, and education influencers must highlight success stories, elevate role models from polytechnic backgrounds, and promote TVET as a dignified and promising career choice.

Second, investment in infrastructure must be significantly increased. All government polytechnic institutes should be upgraded with modern labs, smart classrooms, and broadband connectivity. At the same time, private polytechnics must be brought under stricter regulation to ensure they meet minimum quality standards.

Third, the teacher crisis must be addressed urgently. This includes filling vacancies, offering competitive pay, instituting regular training (especially through industry immersion), and introducing career incentives based on performance. Institutes of Technical Teacher Training (like ITE in Singapore) can serve as a model for Bangladesh to establish similar institutions.

Fourth, curriculum reform is non-negotiable. Syllabi must be revised every 3–5 years with direct involvement from industry stakeholders. Courses must include both hard technical skills and soft skills — such as communication, teamwork, digital literacy, and environmental awareness — to make graduates more job-ready.

Fifth, institute-industry partnerships must be institutionalised. Each polytechnic could be twinned with 5–10 local companies in relevant sectors, who would co-develop internship programmes, donate equipment, and assist with job placement. Such linkages can be incentivised through tax breaks or public recognition.

Sixth, gender-sensitive policies must be mainstreamed. This includes building hostels for female students, offering scholarships, and running awareness programmes targeting parents to overcome stereotypes around technical education for girls.

Seventh, certification and recognition pathways must be improved. Polytechnic graduates should be allowed credit transfer options to pursue further education in universities. Dual certification programmes — blending local and international qualifications — can also enhance the employability of diploma holders both at home and abroad.

Finally, a National Polytechnic Council — comprising government, academia, industry, and civil society — should be formed to oversee reforms, advise the ministry, and track progress through a publicly accessible dashboard.

As Bangladesh aspires to become an upper-middle-income country, the demand for a skilled, innovative, and globally competitive workforce will only intensify. Polytechnic education, if reformed and revitalised, can serve as a powerful engine for this transformation. It can reduce youth unemployment, boost industrial productivity, enhance remittance quality, and empower millions with the dignity of decent work.

But achieving this vision requires more than technocratic fixes. It needs a mindset shift — a recognition that the dignity of labour must be matched by the dignity of education that prepares one for labour. If we are to build a smart, inclusive, and future-ready Bangladesh, polytechnic education must no longer be an afterthought. It must become a national priority.

Ìý

Musharraf Tansen is a PhD researcher and former country representative of the Malala Fund.