Bangladesh has been working on expanding Technical and Vocational Education and Training, also known as TVET, for years. The idea is that polytechnic education will become one of the foundations for industrialisation in the country. Polytechnic institutes have been set up all over Bangladesh and more students are enrolling. Policy documents keep saying that creating a skilled workforce is important for economic growth. The reality is very different. Industries keep saying they do not have skilled workers and many diploma graduates are struggling to find stable jobs. Bangladesh does not have a problem with the number of institutions anymore. It has a problem with the quality of education.
The biggest weakness in the system is not the buildings or equipment, but the people. Across Bangladesh, public polytechnic institutes are struggling to find instructors who have actual industrial experience. Laboratories are not being used properly because there are no trained teachers to give practical instruction. In institutes, one instructor has to teach in multiple departments and different shifts. Many teaching positions have been vacant for years. 73 per cent of teaching positions are vacant in various technical educational institutions and polytechnic institutes all over the country. Due to the shortage of teachers, academic and practical class times are being cut short to complete the syllabus. As a result, the quality of diploma engineers is declining day by day. Nearly 50 per cent of students drop out before completion of their studies due to a lack of adequate teachers and laboratory facilities.
This problem is more serious when we think about how technical education works around the world. It is not about passing exams or attending lectures. But about transferring knowledge from experienced practitioners to future workers. When instructors do not have experience in modern industry, students graduate with theoretical knowledge and weak practical skills. Industrialisation depends on efficiency rather than certification.
Bangladesh's technical professionals are moving away from public education. A skilled automation engineer, software specialist or industrial designer can earn a lot more money in the private sector or overseas than in a government polytechnic institute. Public technical education is struggling to attract and keep instructors. The state is investing in buildings and equipment. The human capital needed to run the system is disappearing.
The way instructors are recruited is also a matter of concern. The selection process for instructors still relies too much on written exams and bureaucratic qualifications rather than practical industrial competence. Someone who is good at memorising things can become a teacher. Experienced professionals who have worked in industry may not be eligible because they do not meet the rigid requirements. This approach is not working.
The recent tensions in the engineering sector have shown how frustrated people are. Students from universities like Bangladesh University of Engineering and Technology have protested against recruitment and promotion policies for technical government posts. The question is, how does Bangladesh define merit? Is it about expertise and experience or about following outdated bureaucratic procedures that do not reflect industrial realities?
Meanwhile, industries are changing faster than classrooms. Bangladesh's polytechnic system is focused on disciplines like Civil, Mechanical, Electrical, Electronics and Computer Engineering. Many curricula are not connected to the technologies that are shaping the economy.
Civil engineering students are still learning drafting methods but the global construction industry is using Building Information Modelling, smart infrastructure systems and climate-resilient design. Mechanical engineering departments are teaching workshop practices but factories are using robotics, automation and predictive maintenance systems. Electrical engineering students may not learn about energy technologies, smart-grid systems or industrial automation.
The gap is even bigger in Electronics and Computer Science. Bangladesh's industries are adopting Internet of Things systems, embedded technologies, cloud operations, cybersecurity and AI-assisted manufacturing. Much of the ICT training in vocational institutions is still focused on basic computer applications. The world economy is moving towards automation and intelligent systems. Bangladesh's technical education system is still preparing students for old industries.
Many diploma holders are unemployed or underemployed while industries are looking for technicians and technical specialists. Employers in manufacturing, garments, construction, energy and software sectors are complaining about the lack of skills among graduates. Bangladesh is producing educated unemployment and skill shortages at the same time, which shows that the system is failing.
The problem is not that Bangladeshi students are not smart or capable. The problem is that the system is preparing them for exams rather than for industry. Countries like Germany, Singapore and South Korea have successfully transformed their economies by approaching education differently. They have connected education to industry and emerging technologies. In these countries, technical education is seen as an economic institution, not a secondary pathway for weaker students.
Bangladesh has not made this transition yet. Polytechnic education is still seen as a fallback option, not a pillar of industrial development. As long as this mindset persists, reform efforts will not be complete.
Bangladesh needs to connect technical education to real industry. One way to do this is to introduce an "Industry-on-Loan" teaching model, where experienced engineers and industrial technicians teach in institutes. Students would learn about industrial practices instead of just theoretical instruction.
Recruitment systems need to change. Technical instructor selection should prioritise portfolios, demonstration classes, project-based evaluations and hands-on competency assessments rather than just written exams. In education, practical competence matters more than theoretical knowledge.
Bangladesh is at a demographic moment. Millions of people are entering the labour market every year. If they are trained properly they could become one of the country's economic strengths. If technical education continues to produce theory-heavy graduates with weak practical skills, the demographic dividend could become a demographic burden.
Bangladesh has already expanded education. The challenge now is to make sure the system produces skill, innovation and industrial capability, rather than just more diplomas. Technical and Vocational Education and Training or TVET needs to be reformed to focus on skills and industry needs. This is the way Bangladesh can achieve its economic goals and become a strong industrial nation.
The writer can be reached at imifan563@gmail.com
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