Special Correspondent :
Despite the government’s ambitious plan to establish polytechnic institutions in 23 new districts to bolster technical education nationwide, the project is mired in challenges, primarily stemming from difficulties in land acquisition. These hurdles threaten to escalate project costs and delay its completion.
The initiative, approved by the Executive Committee of the National Economic Council (ECNEC) on October 30, 2018, allocated over Tk 3691.30 crore towards setting up 23 polytechnic institutes. The primary goal was to nurture skilled human resources, a crucial step towards achieving middle-income country status.
However, progress on the ‘Establishment of Polytechnic Institutes in 23 Districts Project’ has fallen short of expectations. Originally slated for completion by June 2021, the project has only advanced to 17% completion as of February 2024.
Despite a deadline extension to June 2025, departmental sources express doubts about meeting this revised timeline due to persistent land acquisition challenges. While land has been acquired for 16 out of the 23 polytechnics, most of the acquired land remains undeveloped.
The Directorate of Technical Education, responsible for project implementation, faces significant obstacles in acquiring and developing land for the new institutes. This hurdle has prompted concerns over the project’s future trajectory.
The establishment of these polytechnic institutes is crucial for expanding technical education access and nurturing skilled manpower essential for addressing local and international job market demands.
The project envisages the introduction of 29 modern trade courses, offering diplomas in various disciplines such as Electrical and Mechanical Engineering, Fashion Design, and Marine Mechanics.
Each polytechnic institution is expected to accommodate approximately 9,200 students per session.
Plans for comprehensive infrastructure include multi-story hostels, dormitories, staff quarters, gymnasiums, and auditoriums.
Experts state that the successful realization of this initiative holds promise for advancing technical education and reducing unemployment rates, particularly benefiting women and individuals with special needs.
To ensure the timely completion and success of this vital educational expansion, urgent attention and resolution of land acquisition issues are imperative. Addressing these challenges will pave the way for a brighter future in technical education across Bangladesh, added experts.
Reports indicate that land acquisition has not even commenced in seven districts, further complicating the project’s progress and raising doubts about its successful implementation.
The Directorate of Technical Education, tasked with managing the project, is grappling with land acquisition challenges alongside various other issues. A recent evaluation conducted by the Ministry of Planning’s Implementation, Monitoring, and Evaluation Department (IMED) underscores the complexities faced during the project’s initial stages, particularly regarding land acquisition.
When asked Engr. Md. Aktaruzzaman, Director (Planning & Development) of the Directorate of Technical Education on the issue declined to comment on the project’s fate. Currently, Bangladesh hosts 49 polytechnic institutes, including four exclusively for women. However, 23 districts still lack these crucial educational institutions, highlighting the urgent need for the proposed expansion.
According to project plans, the 23 new polytechnic institutions are slated for establishment in the following districts: Madaripur, Narayanganj, Gazipur, Sunamganj, Gaibandha, Lalmonirhat, Nilphamari, Panchagarh, Manikganj, Rajbari, Netrokona, Jamalpur, Khagrachhari, Bandarban, Noakhali, Natore, Joypurhat, Bagerhat, Chuadanga, Meherpur, Narail, Pirojpur, and Jhalokati.
The successful implementation of this project holds the key to bridging the gap in technical education access across Bangladesh and nurturing skilled human resources essential for meeting evolving job market demands. However, urgent and decisive action is required to resolve the land acquisition challenges and propel this vital initiative towards realization.
The ambitious project, with a focus on creating skilled manpower, encompasses comprehensive plans for educational development and infrastructure enhancement.
Under this initiative, approximately 5,000 teachers and staff members will undergo specialized training within the country and abroad, ensuring a pool of competent educators equipped to deliver modern technical education.
A diverse range of 29 modern trade subjects will be introduced in these new institutions, including Diploma-in-Engineering courses, Electrical and Mechanical Engineering, Fashion Design, Ceramic Technology, Civil Engineering, Leather Technology, Automobile Engineering, Computer Science and Technology, Architectural and Interior Design, Fisheries, Ship Building, Plastic and Polymer Technology, Film Making and Animation, Livestock Management, Refrigeration and Air Conditioning, Oceanographic Studies, Marine Mechanics, and Aircraft Maintenance Technology.
Each polytechnic institution is anticipated to enroll at least 9,200 students per session, addressing the pressing need for skilled professionals across various sectors. To accommodate this influx of students, comprehensive infrastructure development is planned, featuring a 300-bed six-story hostel for general students alongside a 200-bed six-story hostel specifically designed for female students. Additionally, each institution will have a two-story residential building for the principal, a six-story teachers’ dormitory and staff quarters, a two-story multipurpose building, a three-story gymnasium, a sports and cultural center, a three-story auditorium, and a seminar and exhibition hall.