In industrialized nations, skilled and highly skilled individuals make up approximately 60% of the population. For example, 73% of Germany’s population is skilled, followed by Japan (66%), Singapore (65%), Australia (60%), China (55%), South Korea (50%), and Malaysia (46%), where a significant number of students pursue technical education. In stark contrast, Bangladesh has an overall skilled workforce of only 38%, with just 14% being technically skilled, semi-skilled, or minimally skilled. This glaring disparity raises important questions about the state of technical education in the country.
Neglect and Declining Popularity
Technical education in Bangladesh remains undervalued and unpopular. Negative public perceptions and systemic issues, such as high dropout rates in primary and secondary schools, further weaken its foundation. Alarmingly, student enrollment in public and private polytechnic institutions is also declining sharply, even as the nation aspires to build a prosperous future leveraging technical education. Can such alarming dropout rates in this vital sector be ignored?
Declining Enrollment
Before 2022, government polytechnic colleges enrolled 49,800 students. However, by 2023, this number dropped to 38,600. Similarly, private polytechnic colleges saw a decline from 52,000 students in 2022 to just 30,000 in 2023. In just one year, enrollment decreased by over 34,000—a staggering 40% drop. This decline is deeply concerning and highlights systemic flaws.
A significant factor contributing to this decline is the complicated enrollment process at polytechnic institutions. Additionally, the new examination system and deteriorating education quality introduced by the Technical Education Board during the 2021-22 academic year have further undermined the system.
Historical Context and Emerging Challenges
Government polytechnic institutes were initially established over 50 years ago to create a moderately skilled workforce. Graduates of these four-year programs were employed as sub-assistant engineers in government and autonomous institutions. These diploma holders oversaw construction and other developmental projects, with many eventually becoming entrepreneurs and contributing significantly to the national economy. Furthermore, diploma holders working abroad earn double the foreign exchange compared to unskilled workers.
Encouraged by these positive outcomes, the private sector was allowed to establish institutions, resulting in over 500 private polytechnic colleges in the country. However, these institutions face significant challenges. Admission into polytechnics begins after college enrollment, leaving no alternative opportunities for students who fail to get admitted. Despite multiple rounds of waiting list calls, government polytechnics cannot fill all seats, and the situation in private institutions is even worse. A unified admission process for colleges and technical institutions could resolve this issue.
Teacher Shortages and Employment Gaps
A shortage of teachers in private polytechnic institutions has led to a decline in education quality. Consequently, even after earning diplomas, many students fail to secure respectable jobs. Technical education relies heavily on hands-on training, which requires skilled, experienced, and adequate teaching staff—a necessity currently unmet.
Systemic Issues and the Way Forward
Bangladesh’s technical education system remains ill-equipped to meet global demands or the requirements of the Fourth Industrial Revolution. Key challenges include outdated teaching methods, a lack of modern curricula, flawed evaluation systems, cheating, grading fraud, inadequate lab facilities, and insufficient financial support.
To overcome these challenges, the Ministry of Education—particularly the Department of Technical and Madrasa Education—must prioritize technical education reforms. Addressing these issues is not only critical for the sector's survival but also essential for Bangladesh's future economic growth.
