Content uploaded by Md Titumir Hasan
Author content
All content in this area was uploaded by Md Titumir Hasan on Jan 16, 2023
Content may be subject to copyright.
Challenges in Producing Competent Graduates in Government
Polytechnic Institutes of Sylhet Division
Mohammed Atiqul Hasan
Lecturer
Department of CE
Sylhet Engineering College
&
Md Titumir Hasan
Workshop Maintenance Engineer
Department of CE
Sylhet Engineering College
Directorate of Technical Education
Technical and Madrasah Education Division
Ministry of Education
May 2022
P a g e | 2
Abstract
Technical Vocational Education and Training (TVET) is an essential component of the
educational system. The goal of technical and vocational education and training (TVET) is to
produce competent personnel for a country. With such a higher rate of technically skilled
candidates, a country can increase its direct earnings, which can increase GDP growth.
Polytechnic institutions are one of the many institutional categories of TVET. Graduates of
these polytechnic institutions are large in number and work inside the country and abroad, but
in the job placement, they are not competent. The main purpose of this study is to look into
the problems of the students after having practical and institutional skills from three
government polytechnic institutions of the Sylhet division in Bangladesh. The study was
conducted using a descriptive survey using a simple random sampling technique. A total of
312 students are interviewed from the four core technologies of three government polytechnic
institutions. There are challenges this study. The challenges
categories into four subgroups. These are curriculum-based challenges, institution-based
challenges, challenges faced by students, and the industry demand. The curriculum is well
furnished but not capable to meet the industry demand. It needs to update rapidly with the
alignment of modern technology. Institutional challenges found shortage of
infrastructures, shortage of laboratory instruments, inadequate skill manpower to operate the
machine, etc. Effective decisions by policymakers can solve these problems to produce
competent diploma engineers in this region.
P a g e | 3
Acknowledgment
The authors would like to express great appreciation to Director General (Additional
Secretary) Dr. Md. Omar Faruque, Directorate of Technical Education for his valuable bits
of advice, constructive ideas and suggestions for completing this research work. Our heartfelt
gratitude also goes to Director, Admin Engr. Md. Jaynal Abden, and Directorate of
Technical Education for his valuable feedback on this research work. We also convey our
gratitude to the Director, Planning and Development Engineer Md. Akhtaruzzaman for his
time-to-time cooperation and support in different stages of the study.
The authors are immensely grateful to Professor Dr. Jakir Hossain, Institute of Bangladesh
Studies, University of Rajshahi for sharing his pearls of wisdom with us to finalize the paper
writing techniques and methods. He was an extremely reliable source of practical research
knowledge.
The authors are especially indebted to Professor Dr. S M Hafizur Rahman and Associate
Professor Shah Shamim Ahmed Institute of Education and Research of the University of
Dhaka, for their valuable and constructive suggestions during the planning and development
of this research work.
The authors are also grateful to Research and Knowledge Management Cell, Directorate of
Technical Education for their continuous support by giving the important information and
providing necessary documents.
The authors are grateful to the principals of the polytechnic institute for their kind assistance
in data collection time.
Date: Authors
P a g e | 4
Table of Contents
Chapter No.
Topics
Page
Abstract
2
Acknowledgment
3
Chapter 1
Introduction
8
Chapter 2
Methodology
12
Chapter 3
Curriculum and Course Materials
14
Chapter 4
Institutional Challenges
24
Chapter 5
Student’s Challenges
34
Chapter 6
Industry Demand
43
Chapter 7
Discussion & Conclusion
47
References
49
P a g e | 5
List of figure
Figure No.
Name
Page
Figure 1
Study Region
13
Figure 2
Student response of question 1
19
Figure 3
Student response of question 2
19
Figure 4
Student response of question 3
20
Figure 5
Student response of question 4
21
Figure 6
Student response of question 5
21
Figure 7
Response by the students for question 1
29
Figure 8
Response by the students for question 2
29
Figure 9
Response by the students for question 3
30
Figure 10
Response by the students for question 4
31
Figure 11
Response by the students for question 5
31
Figure 12
Student’s response of question 1
38
Figure 13
Student’s response of question 2
39
Figure 14
Student’s response of question 3
39
Figure 15
Student’s response of question 4
40
Figure 16
Student’s response of question 5
41
P a g e | 6
List of Table
Table No.
Name
Page
Table 1
Data source, sample size and
13
Table 2
Response of students in curriculum parameter
15
Table 3
FGD response in curriculum parameter
22
Table 4
Response of students in institutional challenges
25
Table 5
FGD response in institutional challenges
32
Table 6
Response of students in student’s challenges
34
Table 7
FGD response in student’s challenges
42
Table 8
FGD response in industrial skill demand
43
Table 9
KII response of industry official
44
P a g e | 7
List of Abbreviation
Short Form
Full Form
TVET
:
Technical Vocational Education and Training
SDG
:
Sustainable Development Goal
UNDP
:
United Nations Development Programme
GoB
:
Government of Bangladesh
ILO
:
International Labor Organization
SSC
:
Secondary School Certificate
BANBEIS
:
Bangladesh Bureau of Educational Information and Statistics
FGD
:
Focus Group Discussion
KII
:
Key Informant Interview
SPSS
:
Statistical Package for Social Sciences
CT
:
Civil Technology
CMT
:
Computer Technology
ET
:
Electrical Technology
MT
:
Mechanical Technology
BTEB
:
Bangladesh Technical Education Board
MoU
:
Memorandum of Understanding
P a g e | 8
Chapter 1
Introduction
Technical Vocational Education and Training (TVET) are the most important education and
training processes to provide skill and technical employees for development. In Bangladesh,
this TVET will make a significant contribution to the formation of middle-income countries
by 2021 and developed countries by 2041. There are about 7,925 public and private TVET
institutions in Bangladesh [1]. The current world is rapidly changing and competitive.
Technical and vocational education is playing an important role in surviving in this age of
globalization. The economic and technological development of the country is possible by
creating skilled manpower through technical and vocational education. Technical and
vocational education and training (TVET) is understood as comprising education and skills
development of occupational fields as well as livelihoods. The diploma level is the most
important stage of TVET education. In a developing country like Bangladesh, diploma
engineers play an important role in the line of development. Diploma degree provides
knowledge and skills for every developing sector. TVET is an important tool for sustainable
development and social inclusion of all elements of society. TVET provides education and
training for not only the academic student but also the youths leaving academic stream of
education.
Enhancement of skills development, especially for the youth, has been a point of attention
globally and nationally. The Sustainable Development Goal (SDG) on education pointed to
technical and vocational education in two of its 17 targets. The targets emphasized equal
access for all women and men to affordable quality technical and vocational education (target
4.3) and a substantial increase of the number of youth having technical and vocational skills
for employment, decent jobs, and entrepreneurship (target 4.4) (UNDP, 2015) [2]. The
government of Bangladesh has considered this a national priority. Therefore, vocational and
technical training has been treated as quite crucial aspects of personal and economic
development in the current National Skills Development Policy (GoB, 2011) [3]. This policy
refers to those skills of the youth that would be enhanced by providing sufficient vocational
and technical training so that they can secure decent jobs and can contribute to the overall
economic development of the country.
P a g e | 9
Through various interventions and initiatives being employed by the government of
Bangladesh and other institutions for the enhancement of youth skills, expected outcomes did
not appear. It is evident that in Bangladesh, over two million young people enter the labor
force every year, but the youth unemployment rate has been rising during the past 25 years –
from 4% in 1991 to 10.4% in 2016 (BBS, 2017) [4]. The World Bank (2010) marked this
sector for its low productivity due to unskilled work-force [5]. Low level of education and
skills has been identified as the prime contributor behind low productivity in most sectors of
Bangladesh including the informal ones (Titumir & Hossain, 2003) [6]. One of the keys to a
productive and competitive economy is a well-trained and adaptable workforce, as noted by
the International Labor Organization (ILO 1999) [7].
Students in Bangladesh are supposed to be admitted for technical and vocational education
and training (TVET) at the secondary education level. The scope for such education was very
limited in the past, which has started to expand recently with females lagging behind males
[8]. The share of TVET students in the Secondary School Certificate (SSC) examination was
the lowest among various streams of education over time. It was 1.4% in 2000 which
increased to 6.5% in 2010, but was recorded at 5.7% in 2018 (BANBEIS 2019) [9]. Whereas
the number of SSC examinees doubled during 2000-2018, in the case of technical and
vocational education it increases eight times in this time duration. The Education Watch
study of 2016 shows that only 6.5% of the population with at-least nine years of schooling
received Technical and Vocational Education with a significantly less proportion of girls
attending those (Nath & Chowdhury, 2016) [10]. Over a quarter of them had no idea about
the scope of studying TVET at the secondary level [11]. These findings clearly show that
TVET, as a stream of education, did not get a mentionable priority among the youth and the
broader community as the other streams of education.
A number of studies on skills development issues had been accomplished which intended to
identify skills gaps (BBS, 2015b) [12], constructing youth skills profile (Ahmed et al., 2012)
[13], exploring the challenges of skills development initiatives (Newaz et al., 2013) [14],
evaluating the impact of skills programs (Bhattacharjee & Kamruzzaman 2016, Rahman et al.
2017) [15], [16] and so on. Despite challenges, TVET no doubt has labor market potentials
(Bakar, 2011) [17], encompasses the ability to facilitate economic growth, reverse poor labor
supply and underperformance, and minimize unemployment and underemployment through
P a g e | 10
the delivery of employability skills. Moreover, TVET fosters gender equality campaigns
across policy documents [18].
In Bangladesh, TVET plan has been formulated considering the context of overall
development of technical education. TVET system is to ensure that TVET graduates are well
equipped with the requisite practical skills for the job market. But in practical our industry
demand is not fully occupied by the graduates. So it’s clear that there is a gap between the
industrial skill demand and TVET graduate competency. However, what is the current
situation of TVET concerning a quick transition to labor market? Again, if relevance is the
extent to which the labor market demands were met and effectiveness evaluates achievement
of objectives while efficiency explores the correlation between inputs and outputs (Park,
2005) [19], then how relevant, effective and efficient is TVET? This study, therefore, seeks to
provide answers to these questions.
“The labor market is the meeting place for supply and demand of knowledge, skills, and
attitude with a determined price and quantity of performance”, (Dawkins & Stromback, 1996)
[20]. Technical Vocational Education and Training (TVET) has been adopted and positioned
as a solution to meet current and future labor skill demands. According to Park (2005),
"TVET is the systematic and orderly transmission of knowledge, skills, and values to develop
a workforce that can enhance productivity and sustain competitiveness in the global
economy”[19]. The linkage between labor skill and TVET are the most important for the
development of a country. Finding the challenges to adopting competent graduate supply to
meet the labor skill demand is the main rationale of the study.
There are several TVET institutions in Bangladesh. Polytechnics, Technical school and
colleges, Youth development training academies, Different training institutes and many
others under different ministry are including TVET institutions. Among them polytechnic
institute produces diploma graduates which play a very important role in the technical
industry in Bangladesh. We consider four government polytechnics in Sylhet division as our
targeted population.
Main focus of this research is institutional challenges and curriculum based challenges. For
that, we have set two aims for this research. That's as follows.
P a g e | 11
1. To identify the challenges that polytechnic graduates are facing in the process of
acquiring competency.
2. To determine the gap between meeting the industry demand in producing
competent graduate and polytechnic curricula.
We have set the following four research questions to successfully address the research
objectives. After finding the answers to these four research questions we can be able to find
the challenges to produce competent graduates for government polytechnics in Sylhet
division.
RQ1: What are the challenges do exist in the existing curriculum in producing competent
graduates?
RQ2: What are the challenges do exist at the institutions in producing competent graduates?
RQ3: What are the challenges do the students faces to acquire desired competency?
RQ4: What are the challenges to meet the industrial demand for govt. polytechnics in
producing competent graduates?
Chapter two describes the methodology of the research. The selection of the targeted
population, sample size calculation, sampling method, and analysis methods are described in
chapter 2. The next chapter describes the challenges in curriculum and course materials to
produce competent diploma graduates. Chapter 3 is about the challenges related course
curriculum. Shortage of LAB class or inadequacies of the syllabus on practical knowledge is
described in chapter 3. Chapter 4 describes various institutional challenges in supplying
competent diploma graduates for polytechnic institutions. Chapter 5 is about the challenges
the students face during acquiring competency in polytechnic institutions. Chapter 6
describes various industrial demands to the diploma graduate in hiring for various
development projects in the country. Chapter 7 consists of a summary of all four challenges
to produce competent diploma graduates. The last chapter identifies some problems and gaps
between diploma graduate competency and industrial labor market demand and also
formulates some policy suggestions according to the study.
P a g e | 12
Chapter 2
Methodology
The research is to identify the institutional gap between the graduate from polytechnic
institutions and the industry skill demand. This study is to find out the challenges for the
graduates to become competent in their job market. The study will be conducted in Sylhet
division including all four districts. Three polytechnics within this area are our targeted zone.
Besides these, we make Focus Group Discussions (FGDs) with the teachers and KII with
different industrial officials to know their skill demands. Sylhet division is the case study for
this research.
The study is a quantitative survey based social research. Data collections through KIIs and
FGDs with participants have been used to make up the qualitative data. Through the
questionnaire survey, we can get the actual scenario of polytechnic institutions.
The research was conducted on students, teachers of polytechnics, and industry personnel in
Sylhet division. Students are randomly sampled from the outgoing batch of the institute. Key
informant interview with industry personnel provides the demand related data.
Data collections are conducted through questionnaires. The questionnaires contain three
sections. The first section gives the demographic and introductory information of the
population like name, gender, status, etc. The second section contains several statements on
the labor market potentials of polytechnic institutions in accordance with descriptive rating
scales which give information about polytechnic institute challenges and intuitional gaps.
SPSS (Statistical Packages for Social Scientists) software was used for the data analysis of
this study. Responses from section B of the questionnaires range from 6 to 1. Numeric rating
scale is as follows: Strongly Agree = 6, Agree = 5, Slightly Agree =4, Slightly Disagree=3,
Disagree (D) = 2, strongly Disagree =1. Analyzing through SPSS software we can know the
percentages of the population's responses to every research question.
Three government polytechnic in Sylhet division is under this study. Four emerging
technology (Civil, Electrical, Computer, and Mechanical) is considered for this research.
Total student of the four emerging technology at three government polytechnic institutions in
Sylhet division is 1660. The sample size has been calculated as 312 by considering the
confidence level 95% and the margin of error is 5%. Three FGDs were conducted with 20
P a g e | 13
teachers from all technologies of three different polytechnic institutions. Two different
industries or branches of industries are targeted KIIs in alignment with every technology.
Total 8 industry officials are selected for 8 KIIs.
Table 1: Data source, sample size, and sampling method
Data Source
Sample Size
Sampling
Student
312
Simple Random Sampling
Teacher
20
Simple Random Sampling
Industry official
8
Simple Random Sampling
Sylhet is the North-East divisional city in Bangladesh. There are different technical
institutions in this area. So far no such study has been conducted in the area of polytechnic
institutes. Besides this, the area is close to the researcher's workstation. That’s why Sylhet
division has been chosen as the study area of this research.
Figure 1: Study Region
Limitations of the study are as follows:
It was difficult to find out targeted population on time.
Needed more time for rigorous consultations and workshops with active participations.
Resource constrains effected the number KIIs and FGDs.
P a g e | 14
Chapter 3
Curriculum and Course Materials
The course material in the diploma in engineering program is organized according to
different technologies. The courses of each technology can be divided into two categories,
Technical subjects, and related subjects. The total credit points allocated for the Diploma in
Engineering are generally anticipated to be in the range of 150-160. About 10-15% for social
skills, 15-17% for science and mathematics, 10-12% for related engineering, and 58-60% for
core engineering subjects are allocated for each technology. The learning hour ratio for
theory and practical is 40:60. Students spend 16 working weeks per semester and 30-40 class
periods per working week. All theory class is 50 minutes period and practical class is 150
minutes period. Only 8th semester which is the final semester allocated for industrial
attachment in industry and polytechnic campus.
The students are assessed through mid-term exam, class test, quiz test, assignment,
presentation and final exam for theory part. For practical part students are assessed though
practical experiment, report preparing and viva voce [21].
Research question 1 was prepared to identify the curriculum based challenges of the
polytechnic to produce competent graduates. Under Research Question (RQ1) authors
prepared five questionnaires for four mother technology that are Civil Technology (CT),
Computer Technology (CMT), Electrical Technology (ET) and Mechanical Technology
(MT). Questionnaires to collect data from three different governments' polytechnics are as
follows.
1. The theory part of the curriculum burdens the study.
2. Curriculum is relevant to latest technology.
3. Curriculum is not capable to meet the industry demand.
4. Curriculum will not entitle you to gain a future career.
5. Curriculum and lab instrument are commensurate.
The student's thinking about the curriculum and their future competency clearly comes out
through this questionnaire survey. The response is described for every question under every
parameter for four emerging technology separately. This portion describes the challenges
regarding curriculum or course materials that exist in different technology.
P a g e | 15
Table 2: Response of students in curriculum parameter
Statement
Response
(Likert scale)
Civil
Technology
(%)
Computer
Technology
(%)
Electrical
Technology
(%)
Mechanical
Technology
(%)
The theory part of
the curriculum
burdens the study.
Strongly Agree
23.64
14.85
27.27
38.24
Agree
34.55
60.40
42.05
42.65
Slightly Agree
18.18
10.89
13.64
7.35
Slightly Disagree
3.64
8.91
9.09
1.47
Disagree
1.82
0.99
1.14
1.47
Strongly Disagree
18.18
3.96
6.82
8.82
Curriculum is
relevant to latest
technology
Strongly Agree
25.45
15.69
23.86
33.82
Agree
34.55
45.10
42.05
47.06
Slightly Agree
30.91
29.41
13.64
5.88
Slightly Disagree
1.82
1.96
7.95
4.41
Disagree
3.64
3.92
11.36
2.94
Strongly Disagree
3.64
3.92
1.14
5.88
Curriculum is not
capable to meet the
industry demand.
Strongly Agree
18.18
14.71
26.14
22.06
Agree
27.27
50.98
36.36
35.29
Slightly Agree
9.09
12.75
14.77
14.71
Slightly Disagree
10.91
5.88
2.27
2.94
Disagree
14.55
14.71
19.32
10.29
Strongly Disagree
20.00
0.98
1.14
14.71
Curriculum will not
entitle you to gain a
future career.
Strongly Agree
9.09
12.75
18.18
17.65
Agree
25.45
38.24
29.55
36.76
Slightly Agree
7.27
10.78
13.64
8.82
Slightly Disagree
9.09
9.80
6.82
10.29
Disagree
30.91
27.45
27.27
10.29
Strongly Disagree
18.18
0.98
4.55
16.18
Curriculum and lab
instrument are
commensurate.
Strongly Agree
10.91
9.80
20.45
11.94
Agree
40.00
48.04
37.50
52.24
Slightly Agree
12.73
22.55
13.64
10.45
Slightly Disagree
5.45
9.80
14.77
2.99
Disagree
23.64
7.84
11.36
13.43
Strongly Disagree
7.27
1.96
2.27
8.96
P a g e | 16
From table 2 for first statement for separate technology, it has been seen that for Civil
Technology 34.55% of students agree with the theory part of the curriculum burdens the
study while only 1.82% disagree with the statement. However, 23.64% of total students
strongly agree with the question. So the study can say that the theory part burdens the total
syllabus of Civil Technology. According to the response of Computer Technology, 60.40%
of students agree that the theory part of the curriculum burdens the study. However, 14.85%
of total students strongly disagree with the question. So from table 2 for Computer
Technology it highly appears that the theory part burdens the curriculum.In Electrical
Technology it is found that 42.05% of students agree that the theory part of the curriculum
burdens the study. While 27.27 % of total students strongly disagree which is almost double
of slightly disagree students. The result shows that for Electrical technology the situation is
almost the same as CT and CMT. According to the Mechanical Technology student
responses, most of the students (42.65%) students agree that the theory part of the curriculum
burdens the study which is around 4% more than those who strongly agree students. Hence
the theory part burdens the total curriculum for Mechanical Technology.
Table 2 explains the result for the statement that ‘“present curriculum is relevant to the latest
technology” separately for four technologies. For Civil Technology, 34.55% of students agree
that the present curriculum is relevant to the latest technology whereas 30.91% of total
students’ response slightly agrees with the question. The result summarizes that the
curriculum of Civil Technology is relevant to the latest technology as per student response.
According to the response of Computer Technology from Table 2, it is shown that 45.10% of
students agree that the present curriculum is relevant to the latest technology which is three
times of strongly agree students. In addition, 29.41% of the total students' responses slightly
agree with the question. The result is the same as CT. The curriculum of Computer
Technology is also relevant to the latest technology as per students’ responses. For Electrical
Technology Table 2 shows that 42.05% of students agree that the present curriculum is
relevant to the latest technology. 23.86% of total students responded strongly agrees and
13.64% of total students' slightly agree with the question response. The students of Electrical
Technology think that their curriculum is relevant to the latest technology. In Mechanical
technology table 2 shows that 47.06% of students agree that the present curriculum is
relevant to the latest technology. 33.82% of total students' responses strongly agree. So in
bottom line, it can be said that students of Mechanical Technology think that their curriculum
is also relevant to the latest technology.
P a g e | 17
Table 2 explains the result for the statement that ‘Curriculum is not capable to meet the
industry demand’ in different technologies separately. For Civil Technology 27.27% of
students agree that the present curriculum is not capable to meet the industry demand
whereas 18.18% of total students' response slightly agrees with the question. However,
20.00% of the total students' responses strongly disagree with the question. These statistics
show for Civil Technology that the present curriculum is not capable to meet the industry
demand. For Computer Technology, 50.98% of students agree that the present curriculum is
not capable to meet the industry demand whereas 14.71% of total students’ response
disagrees with the question. According to Computer Technology feedback, the present
curriculum is not capable to meet industry demand. According to the response of Electrical
Technology, 36.36% of students agree that the present curriculum is not capable to meet the
industry demand whereas 26.14% of total students strongly disagree with the question. In
Electrical Technology the result is the same as the previous two. The syllabus is not capable
to meet present industry demand. In Mechanical Technology 35.29% of students agree that
the present curriculum is not capable to meet the industry demand whereas 22.06% of total
students responded strongly disagrees with the question. The result shows the same situation
for mechanical Technology. The present curriculum is not capable to meet industry demand.
From the above four technologies table 2 shows as per student opinion present curriculum
cannot meet the industrial demand. The curriculum needs to update simultaneously.
According to table 2 for statement 4 (Curriculum will not entitle you to gain a future career),
30.91% of students of Civil Technology disagree that the present curriculum will not entitle
them to gain a future career which is double of strongly disagree where 25.45% of total
students’ response agrees with the question. More than half of the total students of Civil
Technology do not think that their curriculum will entitle them to their future careers.
According to Computer Technology, 30.24% of students agree that the present curriculum
will not entitle them to gain a future career 27.45% of total students’ responses
disagree with the question. For Computer Technology it is shown that maximum students
agree that the curriculum of their technology will not be entitled to gain a future career. In
Electrical Technology 29.55% of students agree that the present curriculum will not entitle
them to gain a future career 27.27% of total students’ responses disagree with the
question. But only 18.18% of students strongly agree that the present curriculum will not
entitle them to gain a future career. So the curriculum of Electrical Technology will not
entitle to gain future jobs for the students. From the responses of the students of Mechanical
P a g e | 18
Technology, it shows that 36.76% of students agree that the present curriculum will not
entitle them to gain a future career in Mechanical Technology. But a similar percentage of
the student (around 16.50%) responded strongly agrees and strongly disagrees. The result is
almost the same as the other three technologies. The present curriculum of Mechanical
Technology will not confirm a student to gain a job in the future.
According to the response on ‘Curriculum and lab instrument are commensurate’ for Civil
Technology, 40.00% of students agree that the present curriculum and lab instruments are
commensurate. But 23.64% of total students' responses disagree with the question. So it can
be said that the present curriculum and lab instruments are almost consistent with Civil
Technology. In Computer Technology 48.04% of students agree that the present curriculum
and lab instruments are commensurate. Where 22.55% of total students responded slightly
agree with the question. Few portions only 9.80% of students strongly agree with that
question. The result shows that the present curriculum and lab instrument are compatible with
Computer Technology. 37.50% of students of electrical Technology agree that the present
curriculum and lab instruments are commensurate and 20.45 students strongly agree with the
question. Where 14.77% of total students responded slightly agree with the question. Few
portions only 11.36% of students disagreed with the question. These statistics show the clear
result that as per Electrical Technology student's opinion the present curriculum and lab
instruments are commensurate. More than half of students of Mechanical technology, around
52.24% students agree that the present curriculum and lab instruments are commensurate.
Where only 13.43% of total students responded disagree with the question. For Mechanical
Technology it is shown that the present curriculum is compatible with lab instruments.
P a g e | 19
Figure 2: Student response of question 1
This pie chart (Figure 2) demonstrates the six kinds of responses to question 1 by the student
of all technology of three polytechnics. % of students think that the theory part of the
curriculum burdens their study. Only % of students disagree with this statement. From the
above pie charts for four technologies of diploma, it is clear that the theory part of the
syllabus burden the study of the students. Students prefer practical classes than theory. They
can do more concentration in practical class then theory part. Either the authority should
decrease the theory part or they should make the theory more attractive to the students.
Figure : Student response of question 2
P a g e | 20
The above pie chart shows the data about the question “present curriculum is relevant to the
latest technology”. This pie chart demonstrates the six kinds of responses to question 2 by the
students. According to figure , 43% of students agree that the present curriculum is relevant
to the latest technology whereas % of total students' response slightly agrees with the
question. We see that students of all technology think that the curriculum is relevant to the
latest technology. Almost 67% of total students think that their syllabus is relevant to the
latest technology.
Figure : Student response of question 3
Figure 4 demonstrates the response to the statement that 'Present Curriculum is not capable to
meet the industry demand'. The response from different technology is slightly different from
each other. Figure 4 show that two-thirds of the total student agrees with the statement and
the rest does not agree with this. It can be said from this result that the present curriculum is
not capable to meet the industry demand. It needs more updates or reforms to meet industry
demand.
P a g e | 21
Figure 5: Student response of question 4
Figure 5 states the response against the statement that 'the curriculum will not entitle you to
gain a future career'. From the response of the student, we see that slightly more than half of
the total students agree with the statement. Others think that the curriculum will entitle to
gain a future career for them. 33% of students agree and % of students are strongly agreed
with this whereas 24% of students disagree and 8% of students strongly disagree with the
statement. So some challenges were found in the curriculum to produce competent diploma
engineers from government polytechnic in Sylhet division. The responses from separate
technology are as follows.
Figure 6: Student response of question 5
P a g e | 22
Figure 6 demonstrates the result of the statement that 'present curriculum and lab instrument
are commensurate’. Two-thirds of students give positive responses to the statement. They
think that the present curriculum and lab instruments are commensurate. Where 4% are
agreeing, 13% are strongly agreed and 1% are slightly agreed. 1% of students are
disagreeing with the statement and 4% of students strongly disagree with the statement. We
found from the result that the present curriculum and lab instrument are commensurate. The
following results are shown for each technology separately.
There are four issues which was been came out from FGDs. Questions for focus group
discussions are as follows.
1. In which year the current curriculum was developed? How frequently the
diploma curriculum is updating?
2. What part (Theory/Practical) dominant the curriculum and how you can make
linkage between them?
3. Is the content of the curriculum is relevant with the latest technology?
4. To what extent the curriculum is commensurate with the labor market demand?
The information have been collected from these discussions are as follows.
Table 3: FGD response in curriculum parameter
Qs
FGD1
FGD2
FGD3
Q1
Last curriculum was
developed in 2016.
Curriculum is updated in 5
years interval by BTEB.
Last curriculum was developed
in 2016. Curriculum is updated
in 5 years interval by BTEB.
Last update in 2016.
Curriculum updated
interval is 5 years for
diploma curriculum.
Q2
All participants agree with
that the lab part of the
curriculum is 60% of the
total curriculum. Almost
90% interlinkage present
between theory and
practical part of the
curriculum.
Theory part is 40% of total
curriculum as per all
participants. 60% of total
syllabus. Linkage between
theory and practical is adequate.
Lab part of the curriculum
dominates the whole
syllabus. Linkage between
lab and theory is relevant.
P a g e | 23
Q3
Its latest but need to
update rapidly specially
for computer technology.
Computer technology
need rapid update then
others especially
mechanical technology.
Curriculum is almost 80%
relevant to latest technology as
per the participants from civil
technology. The participants
from computer and electronics
technology do not agree with
this. They think that curriculum
need very rapid update to be
relevant with latest technology.
All participants agree that
curriculum is not fully
relevant to the latest
technology.
Q4
All participants agree with
that 50% of total
curriculum is
commensurate with the
labor market demand.
All participants agree with that
60% of total curriculum
commensurate with the labor
market demand.
Not sufficient. Almost
60% is commensurate with
the labor market demand.
Major findings are: Curriculum is updated every five years. Volume of practical classes is
larger than the theory part of the total syllabus and there is linkage between theory and lab
part of the curriculum. Curriculum need to update more rapidly.
P a g e | 24
Chapter 4
Institutional Challenges
Habiganj polytechnic institute established in 2002[22], Moulovibazar polytechnic institute
established in 2010[23], Sylhet polytechnic institute established in 1955[24]. All of them are
quite ancient and carries some traditional value. Even after that, there are some institutional
challenges in these polytechnics. At present, the number of students in these polytechnics is
almost double than the number of students when those were founded. Although Sylhet
Polytechnic has inadequate residential facilities for students, there are no residential facilities
in Habigonj polytechnic. Although there is inadequate accommodation for the students of
Moulvibazar Polytechnic, there is no provision for teachers. This study also raises some other
institutional challenges. Data was collected through questionnaire survey from students and
FGD was conducted with teachers.
Research question 2 was prepared to identify the institutional challenges of polytechnic to
produce competent graduate. Under research question 2, there are five sub-questions which
were asked to the students. These questions are as follows.
1. Equipment is enough with the number of students in the workshop.
2. You have not enough infrastructures for learning properly.
3. Your teacher is not familiar with the scientific and practical knowledge in the field of
specialty.
4. Skilled manpower to operate machines is inadequate.
5. Equipment in your department is not compatible with those available in the labor
market.
Responses from all technology and all polytechnics are shown separately in table 4.
P a g e | 25
Table 4: Response of students in institutional challenges
Statement
Response
(Likert scale)
Civil
Technology
(%)
Computer
Technology
(%)
Electrical
Technology
(%)
Mechanical
Technology
(%)
Equipment is enough
with the number of
students in the
workshop.
Strongly Agree
10.91
4.90
11.36
14.71
Agree
23.64
35.29
28.41
25.00
Slightly Agree
10.91
21.57
18.18
5.88
Slightly Disagree
16.36
6.68
5.66
20.59
Disagree
30.91
22.55
21.59
20.59
Strongly Disagree
7.27
8.82
14.77
13.24
You have not enough
infrastructures for
learning properly.
Strongly Agree
18.18
18.63
14.77
20.90
Agree
36.36
51.96
59.09
40.30
Slightly Agree
3.64
12.75
12.50
8.96
Slightly Disagree
3.64
7.84
3.41
5.97
Disagree
34.55
7.84
6.82
22.39
Strongly Disagree
3.64
0.98
3.41
1.49
Your teacher is not
familiar with the
scientific and
practical knowledge
in the field of
specialty
Strongly Agree
7.41
7.92
12.50
20.59
Agree
12.96
25.75
30.68
26.47
Slightly Agree
11.11
18.81
14.77
5.88
Slightly Disagree
14.81
15.84
5.68
4.41
Disagree
38.89
22.77
31.82
20.59
Strongly Disagree
14.81
8.91
4.55
22.06
Skilled manpower to
operate machines is
inadequate.
Strongly Agree
20.37
13.73
18.18
17.65
Agree
46.30
53.92
55.68
54.41
Slightly Agree
5.56
17.65
11.36
16.18
Slightly Disagree
5.56
6.86
4.55
2.94
Disagree
16.67
5.88
7.95
5.88
Strongly Disagree
5.56
1.96
2.27
2.94
Equipment in your
department is not
compatible with those
available in the labor
market.
Strongly Agree
16.36
17.73
15.91
16.18
Agree
30.91
48.08
52.27
50.00
Slightly Agree
7.27
16.67
18.18
10.29
Slightly Disagree
20.00
6.86
6.82
13.24
Disagree
20.00
14.71
8.41
8.82
Strongly Disagree
5.45
1.96
3.41
1.47
P a g e | 26
Table 4 demonstrates for the statement ‘Equipment is enough with the number of students in
the workshop’ that more than 30% of Civil Technology students disagree with the statement
that equipment is enough for the number of students in the workshop while almost one-fourth
of them agree with that. However, an equal amount of them (10.91%) slightly agree and
strongly agree with this ask. So it is shown that for Civil Technology the equipment is not
enough for every student in the laboratory. In table 4, 35.29% of students of Computer
Technology agree that the equipment is enough for the number of students. Almost one-
fourth of them deny this statement. However, around 22 % of them slightly agree which is
greater than the total proportion of slightly disagree, strongly agree, and strongly disagree.
For Computer Technology the result shows that workshop equipment is enough for every
student. Table 4 illustrates that nearly 30% of total Electrical Technology students agree that
the lab equipment number is sufficient for the number of students. On the other hand, around
22% of them expressed disagreement on that question. In addition, 18.18% of the students
slightly agree and 14.77% strongly disagree with the question. Other categories of responses
are too light to focus on. The result for Electrical Technology summarizes that the number of
the instrument is not enough for every student. In table 4 most of the students (25%) in
Mechanical technology agree that the number of experimental equipment is enough for the
number of students. However, just above 20% of the students stated disagree with the asking
which is similar to slightly disagree. Surprisingly similar numbers of students strongly agree
and disagree with this question (around 14%). For Mechanical Technology it is shown that
the equipment is not enough in the workshop.
Table 4 shows the response for the statement ‘You have not enough infrastructures for
learning properly’ separately for each technology. In table 4 response to the question of not
having enough infrastructure for learning properly, a nearly equal amount of Civil
Technology students (36%) expressed agree and disagree which is almost twice the strongly
agree on a figure. The other three categories are close to 10 % of the total opinion. The result
shows that the infrastructure for three polytechnics is not adequate for Civil Technology.
More than half of the total Computer Technology students agree that they do have not enough
infrastructures for proper learning while only 1% of them strongly disagree with that.
However, more than 30% of students strongly and slightly agree with this ask. Response for
Computer Technology shows that infrastructures are very few learning properties. Around
60% of Electrical Technology agrees that they do have not enough infrastructures for proper
learning. Very few of them (3.41%) strongly disagree with this statement. However, 12.5 %
P a g e | 27
slightly agree and 14.77% strongly agree with this question. The chart shows that the
infrastructure for Electrical Technology is not enough in three polytechnic institutes in Sylhet
division. In table 4, above 40% of students of Mechanical Technology agree that they do
have not enough infrastructures for proper learning. Where’s very few of them (1.5%)
strongly disagree with this statement. However, an almost similar number of students (21%)
strongly agree and disagree with this question. We find from this chart that there is a huge
shortage of infrastructure for Mechanical Technology in this study area.
Table 4 shows the percentage of responses on the statement ‘Your teacher is not familiar with
the scientific and practical knowledge in the field of specialty’ separately. According to table
4 below 40% of students of Civil Technology disagree that their teacher is not familiar with
the scientific and practical knowledge in the field of specialty. However, almost similar
numbers of students (14%) strongly disagree, agree, and slightly disagree with this question.
The result shows that the teacher of Civil Technology is familiar with the scientific and
practical knowledge. 25.74 % of Computer Technology students agree and 22.77 % disagree
with the question that their teacher is not familiar with the scientific and practical knowledge
in the field of specialty. So it can be said that in Computer Technology almost half of the
total students think that teachers are not familiar with the scientific and practical knowledge.
Table 4 also demonstrates that an almost equal number of Electrical Technology students
(30%) agree and disagree with the question that their teacher is not familiar with the scientific
and practical knowledge in the field of specialty. However, only 4.55 % of them strongly
disagree with the response to the asked question. The result summarizes that more than half
of the total students think that the teachers of Electrical Technology are not familiar with
scientific and practical knowledge of specialty. Table 4 also illustrates that 26.47% of
Mechanical technology students agree with the question that their teacher is not familiar with
the scientific and practical knowledge in the field of specialty though 22 % of the total
students strongly disagree with this statement. However, an identical amount of total students
(20.59%) strongly agree and disagree with the asking.
Table 4 shows the response for the statement ‘Skilled manpower to operate machines is
inadequate’ separately for all four technologies. Table 4 illustrates that 46.30% of Civil
Technology students agree that skilled manpower to operate machines is inadequate and only
16.67% expressed disagreement against this statement. In addition, an equal number of
students (5.56%) strongly agree, strongly disagree, and slightly agree in response to this
P a g e | 28
question. Most of the students of Civil Technology think that the skilled manpower is
inadequate in the study area. Above 50% of Computer Technology students agree that skilled
manpower to operate machines is inadequate and only around 6% expressed disagree with
this statement. Also, 17.65 % of them slightly agree with this question which is greater than
the sum of the other three categories. Above 55% of Electrical Technology students agree
that skilled manpower to operate machines is inadequate and only around 8% expressed
disagree with this statement. Also, 11.36 % of them slightly agree with this question which is
7% less than the sum of strongly agrees student's number. Around 55% of Mechanical
Technology students agree that skilled manpower to operate machines is inadequate and only
around 6% expressed disagreement against this statement. Also, almost 17 % of them each
equally slightly agree and strongly agree with this question.
Table 4 shows for the statement ‘Equipment in your department is not compatible with those
available in the labor market’ that around 30 % of Civil Technology students agree that
equipment in their department is not compatible with those available in the labor market.
However, similar numbers of students slightly and strongly disagree with this statement
(20%). 16.37% and 7.27% strongly agree and slightly agree with this question respectively.
From the result, it can be said that equipment in Civil Technology is not compatible with
those available in the labor market. Most of the Computer Technology students (around 46
%) agree that equipment in their department is not compatible with those available in the
labor market. Although around 14 % of students equally strongly agree and disagree with this
question. However, 16.67% of the total figure was slightly agreed. The result is almost the
same as CT. Equipment for Computer Technology is not compatible with those available in
the labor market. Table 4 also shows that slightly above 50% of Electrical Technology
students agree that equipment in their department is not compatible with those available in
the labor market and 18.18% and 16 % of the total figure also slightly and strongly agreed
respectively. Only around 3.5% of the students strongly disagree with this statement. As per
the response from Electrical Technology it can be said that the equipment is not compatible
with those available in the market. 50% of Mechanical Technology students agree that
equipment in their department is not compatible with those available in the labor market and
around 10% slightly agreed. However, only around 1.5 % of the students strongly disagree
and 9% disagree with this statement. Response from Mechanical Technology is also the same
as the other three emerging technology in this study area. The equipment used in the
polytechnic institute is not compatible with those available on market.
P a g e | 29
Figure 7: Response by the students for question 1
Figure 7 shows the result of the statement from all students. The statement is 'Equipment is
enough with the number of students in the workshop’. 29% of students agreed with the
statement and 23% are disagreeing. % of students strongly agreed and 15% slightly agree
with this statement. 11% of the total students are slightly disagreeing as well as strongly
disagreeing. Almost half of the total students think that the equipment in the laboratory is
enough for every student.
Figure 8: Response by the students for question 2
P a g e | 30
Figure 8 show that 4% of student agrees that they do have not enough infrastructures to
learn properly. Again 18% and 10% of students strongly agree and slightly agree with this
statement respectively. Only 15% of students disagree with the statement that they do have
not enough infrastructures to learn properly. According to the figure, 2% strongly disagree
and 5% slightly disagree. So the result shows that the polytechnics in the study area do have
not enough infrastructures.
Figure 9: Response by the students for question 3
Figure 9 demonstrates the response to the statement that 'Your teacher is not familiar with the
scientific and practical knowledge in the field of specialty. All sampled students represent
figure 9. 25% of student agrees and 2% of student disagrees with this statement. 1% and
10% of students show strongly disagree and slightly disagree respectively with this. On the
other hand, 1% and 1% of students show strongly agree and slightly agree with this
complement. Finally figure 9 show that 5% of students show a positive response to this
statement. From figure 9 it is difficult to identify the challenges regarding this statement.
P a g e | 31
Figure 10: Response by the students for question 4
Figure 10 represents the data collected through sub-question no 4 under research question 2.
The statement was 'skilled manpower to operate machines is inadequate’.53% of students
think that in their institute skilled manpower is not enough to operate the machine. Very few
students (16%) give a negative response whereas 8% give a positive response to this
statement. The result clarifies the challenges of this question. Skilled manpower is not
enough to operate the machine in three targeted polytechnic institutes in the study area. So it
is clear that there is a huge shortage of skilled manpower to operate the machine in this study
area for all four emerging technology.
Figure 11: Response by the students for question 5
P a g e | 32
Responses to the statement 'Equipment in your department is not compatible with those
available in the labor market' are represented in figure 11. 46% think that the equipment of
the department is not compatible with those available in the labor market. 15% of students
strongly agree and 1% of students slightly agree with this. On the other hand, only 11%
disagree with the statement whereas % strongly disagree and 1% slightly disagree. The
result shows that the equipment is not compatible with the equipment available in the labor
market. Because the equipment in the institution is actually training based but in industry, all
equipment is production based.
Besides the questionnaire survey to the students, three FGD were conducted with polytechnic
teachers to find out the institutional challenges in producing competent diploma graduates.
Under this parameter, there are four issues which was been picked from those FGDs.
Questions under this parameter for focus group discussion are as follows.
1. Is there adequate number of laboratory with enough instruments and proper lab
manual?
2. How to update laboratory instruments with global technology?
3. Is the teachers address the latest technology in practical class?
4. Is there any shortage of infrastructure in the institution?
5. Is there adequate supporting staff in the institutions?
Table 5: FGD response in institutional challenges
Qs
FGD1
FGD2
FGD3
Q1
Number of laboratory and
laboratory instrument is not
enough. Lab manual is
provided by the instructors
Number of laboratory and
laboratory instrument is not
enough. Lab manual is
provided by the instructors.
Number of laboratory is not
adequate. Lab manual is
provided by the instructors
Q2
Laboratory instrument are
not updating frequently.
More or less 10% of
laboratory instrument is
updating in every year.
Laboratory instrument is
updating by procurement
process but very low.
Laboratory instrument is
updated through proper
research of teachers and
market demand and
financial supported by
P a g e | 33
government.
Q3
Yes teachers address the
latest technology in classes.
Teachers address latest
technology through online
source but not possible to
address fully.
Teachers address the latest
technology by training and
study properly.
Q4
There is shortage of
Infrastructures. Number of
students is almost doubled
then the present capacity.
There is shortage of
infrastructure. Teachers
quarter, Hostel, Dormitory
are not constructed here.
Yes there is a shortage of
infrastructure needs more
academic building.
Q5
Supporting staff is enough.
Supporting staff is enough
in laboratory but not
enough in office like 4th
class staff.
Supporting staff is not
enough
From FGDs we find some important feedback. Some findings have been come out from the
discussion is as follows:
Lab instrument are not adequate.
Number of laboratory is also inadequate.
There are shortages of infrastructures.
Supporting staff is adequate in office management but not adequate in laboratory.
P a g e | 34
Chapter 5
Challenges Faced by the Students
All the activities in the educational institution are conducted for the benefit of the students.
To produce competent graduates is the main parameter. Students face different types of
challenges in their student life to become competent. In last few years, a lot of students are
being enrolled in technical education. So the challenges of the students increase with the
number of students. This study sets five questions under challenges faced by the students’
criteria. These five questions were asked to the students to know their responses.
These five questions are as follows.
1. Institute provides you the opportunity to field training in labor market institutions.
2. You can pay attention in your whole class.
3. You attend your class regularly in time.
4. You can submit your assignment/report on time.
5. You have enough confident to do lab in any industry.
Responses from all technology and all polytechnics are shown separately in table 6.
Table 6: Response of students in student’s challenges
Statement
Response
(Likert scale)
Civil
Technology
(%)
Computer
Technology
(%)
Electrical
Technology
(%)
Mechanical
Technology
(%)
Institute provides
you the opportunity
to field training in
labor market
institutions.
Workshop.
Strongly Agree
7.27
8.82
19.32
22.1
Agree
41.82
37.25
36.36
42.6
Slightly Agree
9.09
21.57
7.95
7.4
Slightly Disagree
7.27
7.84
2.27
4.4
Disagree
25.45
18.63
25.00
13.2
Strongly Disagree
9.09
5.88
9.09
10.3
You can pay
attention in your
whole class.
Strongly Agree
43.64
17.65
29.55
39.71
Agree
27.27
59.80
53.41
41.18
Slightly Agree
12.73
13.73
11.36
10.29
Slightly Disagree
3.64
5.88
1.14
5.88
Disagree
10.91
2.94
4.55
2.94
Strongly Disagree
1.82
0
0
0
P a g e | 35
You attend your class
regularly in time.
Strongly Agree
54.55
32.25
51.14
50.00
Agree
36.36
53.92
40.91
41.18
Slightly Agree
3.64
6.86
4.55
4.41
Slightly Disagree
1.81
3.92
2.27
4.41
Disagree
3.64
2.94
1.13
0
Strongly Disagree
0
0
0
0
You can submit
your assignment/
report on time.
Strongly Agree
47.27
37.25
48.86
52.94
Agree
40.00
41.18
39.77
36.76
Slightly Agree
1.82
16.67
6.82
5.88
Slightly Disagree
5.45
4.90
1.14
2.94
Disagree
3.64
0
2.27
1.48
Strongly Disagree
1.82
0
1.14
0
You have enough
confident to do lab in
any industry.
Strongly Agree
21.82
22.55
30.68
26.47
Agree
49.09
43.14
34.09
48.53
Slightly Agree
16.36
24.51
21.59
10.29
Slightly Disagree
1.82
2.94
0
0
Disagree
4.45
5.88
6.82
8.82
Strongly Disagree
5.45
0.98
6.82
5.88
Table 6 shows the responses to question 1 by the student of Civil Technology. According to
table 6, 41.82% of students agree that the institute provides the opportunity to field training in
labor market institutions whereas 25.45% of students disagree with the question. But the
strongly disagree and slightly agree responses are the same almost 9.09%. The result shows
that the institute provides the opportunity for the students of Civil Technology to field
training in labor market institutions. 37.25% of students of Computer Technology agree that
the institute provides the opportunity to field training in labor market institutions whereas
half agree and responded around 18.63% of students disagree with the question. But 21.57%
of the total students respond slightly agree. This chart shows that the students of Computer
Technology also get the opportunity to field training in labor market institutions. For
Electrical Technology 36.36 % of students agree that the institute provides the opportunity to
field training in labor market institutions whereas a quarter of the total students disagree with
this statement. However, around 20% of them strongly agreed with that question. The result
for Electrical Technology is the same as CT and CMT. Institutions provide a huge
opportunity to the students to field training in labor market institutions. From the response of
P a g e | 36
Mechanical Technology, 42.6% of students agree that the institute provides the opportunity
to field training in the labor market institute. 13.2% of students disagree with this. 22.1%
strongly agree and 7.4 slightly agree with this statement. On other hand, 10.3% of students
strongly disagree and 4.4% of students slightly disagree with this statement. Summary for
Mechanical Technology is that the institute provides the opportunity to field training in labor
market institute.
Table 6 shows for the statement ‘You can pay attention in your whole class’ that slightly
more than 27% of Civil Technology students agree that they can pay attention to their whole
class. While only 11% disagree with that asking. However, around 13% of them slightly
agree with this statement. The result gives the information that the students of Civil
Technology can pay attention to in their class. Most of the students (around 60%) of
Computer Technology agree with the statement of question 2. On the other hand, only 5.88%
of students slightly disagree with this question. Although 17% of them strongly agree, around
14% slightly disagree with the question. As per the chart, it can be seen that the students of
Computer Technology also can pay attention to their class in the study area. More than half
of the Electric Technology students agree that they can pay attention to their whole class. In
addition, 29.55% of the students strongly agree with this ask. However, almost 5% of the
students disagree with this statement. Almost all students in Electrical Technology are
attentive in their class as per the response. Table 6 demonstrates the Mechanical Technology
student’s response to the statement. According to table 6, 41.18% of students agree that they
can pay attention to their whole class. In addition, around 40% of students strongly agree
with this question. 5.88% of them slightly disagree with that statement. As per students'
responses, we can see that students of Mechanical Technology are attentive in their class. So
we can say that in this study area students are very attentive in their class.
According to Table 6 for the statement ‘you attend your class regularly in time’, around 55%
of students of Civil Technology strongly agree that they attend their class regularly on time.
Also, 36.36% of the students agree with this statement. 3.64% of students disagree with this
statement. So the summary is that the students of Civil Technology attend their class
regularly.Around 53.92 % of students of Computer Technology agree that they attend their
class regularly in time. Also, 32.35% of the students strongly agree with this comment. 3% of
students disagree with this question. It can be said from the result that the students of
Computer Technology also attend their class regularly. For Electrical Technology around
P a g e | 37
50% of the students strongly agree that they attend their class regularly on time. Also, 41% of
the students strongly agree with this comment. However, a negligible portion of them
disagrees with this statement. As per student response, it is clear that the students of
Electrical Technology attend their class regularly.50% of the Mechanical Technology
students strongly agree that they attend their class regularly on time. Also, 41.18% of the
students agree with this comment. However, 4.41% of them slightly disagree with this
question. Like other emerging technology it can be seen from the responses that the student
of Mechanical Technology is also very attentive in their class.
Table 6 shows for the statement ‘You can submit your assignment/report on time’ that around
47.27% of the Civil Technology students strongly agree that they can submit their
assignments/reports on time. Also, 40 % of the students agree with this comment. However,
3.64 % of them slightly disagree with this question. The result shows that the students of
Civil Technology submit their assignments timely. Around 41.18% of the Computer
Technology students agree that they can submit their assignment/report on time. In addition,
41.18 % of the students agree with this comment. However, 16.67 % of them slightly agree
with this question. It can be seen from the response of Computer Technology that the students
submit their assignments timely. Table 6 also illustrates that around 50 % of the Electrical
Technology students agree that they can submit their assignment/report on time. In addition,
39.77% of the students agree with this comment. On the other hand, 1.14% of the students
disagree with this question. The result is also the same in Electrical Technology. It has been
seen that the students of ET submit their assignments timely also. Around 53 % of the
Mechanical Technology students strongly agree that they can submit their
assignments/reports on time. Also, 36.76 % of the students agree with this statement.
However, almost 3% of the total students slightly disagree with this question. The summary
of the result for Mechanical Technology students is also the same as other technology in this
area. They also submit assignments regularly and timely.
Table 6 shows for the statement ‘You have enough confident to do lab in any industry’ that
around 50 % of the Civil Technology students agree that they have enough confidence to do
lab in any industry. Also, 21.82 % of the students strongly agree with this question which is
5% higher than the slightly agree portion. However, an equal number of students (5.45%)
strongly disagree and disagree with this question. The result shows that the students of Civil
Technology gain enough confidence to do lab after conducting it in the institutions. Around
P a g e | 38
43.14 % of the Computer Technology students agree that they have enough confidence to do
lab in any industry. Also, a similar figure (around 23%) can be found in the slightly agree and
strongly agree portion. However, almost 6% of the total students disagree with that. So it can
be said that the students of Computer Technology have also the confidence to do lab
individually. Table 6 also demonstrates that around 34 % of the Electrical Technology
students agree that they have enough confidence to do lab in any industry. Also, 30.68% of
the total number strongly agrees with this question. However, an equal number of students
(6.82%) strongly disagree and agree with this question. From the figure, it can be seen that
the students of Electrical Technology also have the confidence to do lab individually in any
industry. Around 50 % of the Computer Technology students agree that they have enough
confidence to do lab in any industry. In addition, 26.47 % of the total number strongly agrees
with this question. However, only 8.82% of the students disagree with this question.
Response from the student of Mechanical Technology is also the same as the other
technologies. They have also the confidence to do lab individually in any industry.
Figure 12: Student’s response of question 1
Figure 12 demonstrates the response from all students to the statement that 'Institute provides
you the opportunity to field training in labor market institutions. 39% of students think that
the institute provides the opportunity to field training in labor market institutions. 14% of
students strongly agree and 12% slightly agree with this statement. On the other hand, 2% of
students think that the institute does not provide the opportunity to field training in labor
market institutions. 8% of students strongly disagree and 5% of students slightly disagree
with the statement. The result summarizes that the institute provides the opportunity for the
P a g e | 39
students to field training in labor market institutions. Especially for final semester students, it
is named “industrial attachment”.
Figure 13: Student’s response of question 2
Figure 13 represents the response of all students to the statement 'you can pay attention to
your whole class. 48% of students agree that they are attentive in class but 30% of students
strongly agree that they are attentive in the whole class and 12% of students slightly agree
with the statement. Very few students do not agree with this. % of students disagree with the
statement. 4% of students slightly disagree and 0.3% of students strongly disagree with this
statement. The data summarize that students of all technology are attentive in their class.
Figure 14: Student’s response of question 3
P a g e | 40
Figure 14 demonstrates the data about student attendance in the class. Of all students, 44% of
students agree and 4% of students strongly agree that they attend their class regularly in
time. 5% of students slightly agree with the statement. 3% of students slightly disagree and
% of students disagree with this statement. From data, it is seen that almost 95% of total
students attend their class regularly.
Figure 15: Student’s response of question 4
Figure 15 shows the result of the responses from all students to the statement that 'You can
submit your assignment/report on time'. 4% of students strongly agree and 39% of students
agree with this statement while % of students slightly agree. A negative response to this
question is very few. 1% of students disagree and % of students slightly disagree with this
statement while only % of students strongly disagree with this statement. From these
statistics, it is clear that students of this study area submit their reports or assignment timely.
P a g e | 41
Figure 16: Student’s response of question 5
Figure 16 shows the data of responses to the statement 'you have enough confidence to do lab
in industry'. 4% of students agree, 2% of students strongly agree and 1% of students
slightly agree with this statement. On the other hand, 7% of students disagree, 4% strongly
disagree and % of students slightly disagree with the statement. From the figure
more than 85% of the total students are confident to do lab in any relative industry.
Three FGDs were conducted with the following questions with teachers of all technologies’.
1. How the students are evaluated in practical exam?
2. How the students had been motivated to the TVET education?
3. Is there any learning materials shortage for every student? (Multimedia Projector,
Smart Board, Internet, Computer/Laptop)
4. What are the percentages of student’s attendance in theory and lab class with
concentration?
Response from FGDs is described below.
Table 7: FGD response in student’s challenges
P a g e | 42
Qs
FGD1
FGD2
FGD3
Q1
Students are evaluated by
problem solving,
Assignment and viva with
the help of external.
Students are evaluated
through several tests like
job experiment, job report,
viva and attendance with
the help of external.
Students are evaluated by
practical experiment in
front of teachers, report
writing and finally viva.
Q2
Students had been
motivated by the teachers,
the government and the
local Institutional publicity.
Motivated by the local
Institutions and publicity
related to the TVET
education by the
government.
Motivated by high demand
in the job market
Q3
There is 50% shortage of
learning materials for every
student.
Learning materials shortage
is very few like 10 percent.
Yes there are learning
material shortage.
Q4
Percentage of presence of
the students is almost 80%
in both theory and lab
class.
Student percentage is 80%
present in both theory and
lab class.
Percentage of present
students is almost 80% in
both theory and lab class.
From the focus group discussions, the major findings are as follows:
Evaluation processes of the polytechnic students are likely job experiments, report
writing, attendance and viva.
Students are motivated mainly by the high demand of technical persons in job market
sometimes by the government and local technical institutional publicity.
There is some shortage of learning materials.
Student’s attendances are 80% for all technologies.
P a g e | 43
Chapter 6
Industry Demand
It needs to know the skill required in various industries to identify the challenges in
producing competent graduate. To know the skill shortage in various industries, this study
conducted three FGDs with polytechnic teachers and eight KIIs with industry officials.
Several issues were found from the FGDs like communication with industry, attachment of
students etc.
FGDs were conducted using following five questions.
1. Is the equipment in laboratory meet the available demand in the labor market?
2. How the institutes communicate and coordinate with the private sector or any
industry?
3. What are the contributions of the private sector and employers in developing the
curriculum?
4. Does the institution or department invite related industry officials for assessing lab
classes or field workshop?
5. Is there any MoU between different industries and the institutions?
Response from FGDs is presented below.
Table 8: FGD response in industrial skill demand
Qs
FGD1
FGD2
FGD3
Q1
The equipment in LAB not
fully meets the labor
market demand.
Equipment in the institute
mainly training based so
that instrument in
laboratory cannot fully
meet with the market
demand.
Equipment’s in laboratory
are inadequate to meet the
market demand. Need to
update instrument
frequently.
Q2
Yes the institute has
connections with industry
through student attachment
in 8th semester.
Institute has connection
with private sector through
various seminars but
mainly through the
student’s attachment.
Institute communicate
through job fair, industrial
attachment of student and
doing Memorandum of
Understand
P a g e | 44
Q3
BTEB do this.
Done by BTEB
Done by BTEB through
seminar.
Q4
No, but there are
opportunities to invite the
industry officials.
Not, but have the
opportunity to invite
industry officials. Due to
limited budget it is not
possible to invite industry
officials.
No possible due to limited
budget.
Q5
Yes maximum
technologies have MOU
with different industry like
“Alim Industry” “Khadim
ceramics” etc
Yes Institute has MOU
with different industry.
Maximum technologies
have MOU with different
industry.
From table 8 it is clear that equipment’s in laboratory of polytechnic institution are
insufficient in number to meet the industry demand and need to update the present equipment
frequently. Only final year students are attached in industry for practical learning but teachers
are not trained up by the industry. All FGD of above table it also seen that no technical
person from industry are invited in polytechnic institute for practical class assessment.
Responses from eight different sections of industries are presented below.
Table 9: KII response of industry official
No
Questions
Response
1
What are the professional
skills required in your
industries?
Team work, to do work under pressure,
hardworking ability, to details knowledge in civil
construction work, coordination and
communication ability, Instrumentation, PLC
programming, positive attitude, Machine
operation, Maintenance, knowledge in testing
equipment.
2
How do you evaluate the
possession of the graduates of
polytechnic for professional
adequacy?
Their adequacy is good but not enough. They
need more professional skill in entry level.
P a g e | 45
3
To what extent you accommodate
graduates of polytechnic in your
work?
There is adequate opportunity for diploma
engineers. But in entry level they are not skilled
enough to meet the industry demand. If they can get
competent before starting job, industry can rely on
them.
4
Is there any coordination with
polytechnic institutions?
Yes, there is communication with polytechnic, but
in very few cases. Need more connections, HR
department control this type of communication.
5
Do you take tests the capabilities
of the graduates before starting
job?
Industry takes some basic knowledge and technical
adequacy, communication skill tests before
recruitment. HR takes this test. It may be written or
practical and viva.
6
What is the frequency of
updating the instruments in the
industry?
Instrument update is very rare in civil
construction industry, but very frequent in IT or
electrical as well as mechanical department. Up-
gradation of instruments depends on the market
demand.
7
Do you provide any training to
the polytechnic institutions in
the field of technical skill
development?
Industry provides training for polytechnic
students for 3 months as intern. But the
opportunity is very limited in number. 6/7
students are taking industrial attachment every
year.
8
Do you think that polytechnic
curriculum is not well furnished
to fulfill the market demand? If
yes, what are the ways of
developing this?
Industry thinks that polytechnic curriculum
should update more frequently than it is in line of
global and local market demand.
9
Were you/your company
members invited by technical
education board to prepare
course curriculum?
BTEB invited industry officials on seminars to
prepare course curriculum. Most of them are from
HR department.
10
Is there any commensurate of
lab equipment between your
Industry instrument is production based but
polytechnic instrument is training based. So, it is
P a g e | 46
industry and polytechnic
institute?
not possible to match those instruments. Various
testing machine are not available in polytechnic.
Industry instruments are more up to date. A few
electrical instruments are similar like multi meter,
earth resistance measuring meter etc.
11
Does polytechnic institute
teacher/department visit your
industry with students?
Polytechnic teachers visit the industry but in very
limited in number. It should be very frequent.
Sometimes only students visit various industries.
12
Do you think that the teachers
are efficient enough about the
equipment used in your
industry?
Polytechnic teachers are efficient but they need
modern training time to time. Everyone has some
area for improvement. Teachers should remain
them up to date. Without new training, it is
difficult to match with modern technology.
13
What do you suggest to those
who are responsible of
polytechnic institutions based
on your experience to develop
professional work and the
development of students'
abilities?
Need more and more industrial collaboration.
Need expert lab instructors. Industrial training
need for the lab instructors. Need to update lab
instrument quickly. Need to invite the technical
industry personnel for assessing the lab sessions.
Should increase industrial attachment and
industrial visits. Need to update curriculum on
time. Need to adopt latest technology.
Major findings from the KIIs are as follows.
Team work, to do work under pressure, hardworking ability, coordination and communication
ability, positive attitude are some skill required by various industries which is not directly
evaluated during student life. Curriculum developer should pay attention regarding this.
Various industry officials are invited in curriculum preparing process but their contribution is
not satisfactory. In practical evaluation process industry officials are not invited due to low
budged.
P a g e | 47
Chapter 7
Discussion & Conclusion
Since the development of the TVET is the cradle of the overall development of a country, its
problems need to be solved for the interest of TVET development. This research provides the
clear idea about the main obstacles to produce competent graduate in line of industrial
demand. As this research conducted on polytechnic institutions, if we find out the actual
challenges and problems of polytechnic institutions and solved these problems then it will
help to produce competent graduate. And this research has positive impact on TVET sector.
The present curriculum is evaluated considering five parameters: theory part impact to
students, technological relation, industry demand, career prospective and workshop facilities.
In case of theoretical part of the curriculum maximum number of students from selected
technology of three polytechnic institutes agrees that, the theory part of the present
curriculum burdens their study. Students of the polytechnic institution stated that there is a
significant gap between their current curriculum and the market demand. And most of them
belief this curriculum will fail to lead them to gain future career.
Institution capacity is one of the vital parameter that affect in producing competent graduates.
From this study it is clear that number of instruments is not enough in the laboratory to
conduct the test for all students at a time, which is an obstacle to produce competent
graduates. On the other hand, though in the polytechnic institutions, a significant number of
students enrollment increased, but number of infrastructure facilities is not increased
accordingly.
According to this study almost half of the total respondent believes that the teachers of these
technologies are familiar with scientific and practical knowledge in the field of specialty and
other half believes that teachers should be more capable about scientific and practical
knowledge. Skill manpower is one of the most significant parameter to produce competent
graduate for each institute. But it has been seen that there is acute crisis of skilled manpower
inside the institutions. More than half of total respondent of all technologies of these
polytechnic institutions agree that the laboratory equipment is not compatible those are
available in the market.
P a g e | 48
Students’ ability and performance are considered as significant element to evaluate the
competency of the polytechnic diploma graduate. This study finds that around more than one
third of the students got the opportunity of field training in industries. And most of the
students are confident to do sessional job individually after finishing the relevant lessons. In
addition they are sincere about their class attendance. Also fifty percent of them are able to
submit their assignment on time. As a result just below half of them have enough confidence
to work in any industry practically.
The key informant interview from eight various industries commented over several aspects
regarding polytechnic institutes, its graduates, and their entry qualification to the industry.
Mainly they focused on various lacking in communication skill and team work skill. Also,
very little professional adequacy found to the diploma graduates. Memorandum of
understanding between polytechnic and industry are quite low in number. IT and electrical
instrument are updated frequently in the industry, but for civil and construction sector takes
time to update and depends on market availability and shipment. Opportunity of industrial
training for diploma graduates is very low. Other finding from key informant is that,
instruments in industry are based on production but in polytechnic institutions instruments is
based on training purpose. Industry instrument are updated more frequently than the
polytechnic institutions.
Here some suggestion for the decision making authority of technical education sector that this
research can find out from the sampled respondent.
1. G toindustry Memorandum of Understand.
2. Need increase linkage of polytechnic institute to private industry.
3. Teachers training are needed with modern technology.
4. update instrument supply by the authority.
5. Up-gradation of the curriculum with market demand.
6. Quality text book should be supplied by authority.
7. Industrial training need for the lab instructors.
8. Need industrial attachment for teachers.
This study needs to replicate all over Bangladesh to get a representative general picture of
this sector, which may be helpful for the policy making process.
P a g e | 49
References
1. Directorate of Technical Education. (2020), Technical Education Prosperous
Bangladesh. http://techedu.gov.bd/site/page/9f98ccc4-7f61-4830-a561-
a04558fc0762/TVET-%E0%A6%8F%E0%A6%B0-
%E0%A6%B8%E0%A6%BE%E0%A6%AE%E0%A6%97%E0%A7%8D%E0%A6
%B0%E0%A6%BF%E0%A6%95-
%E0%A6%89%E0%A6%A8%E0%A7%8D%E0%A6%A8%E0%A6%AF%E0%A6
%BC%E0%A6%A8 accessed on 04 June 2022.
2. UNDP. (2015). transferring our world: The 2030 agenda for sustainable
development. Retrieved from
https://sustainabledevelopment.un.org/post2015/transformingourworld accessed on 15
March 2019
3. GoB. (2011). National skills development policy. Dhaka: Ministry of Labour and
Employment, Government of the People’s Republic of Bangladesh.
4. BBS. (2017). Quarterly labour force survey, Bangladesh: 2015-2016. Dhaka:
Bangladesh Bureau of Statistics, Ministry of Planning, Government of the People’s
Republic of Bangladesh.
5. World Bank. (2010). Turkey- country economic memorandum informality: Causes,
consequences, policies. World Bank other operational studies 2843, Washington DC:
The World Bank.
6. Titumir RAM & Hossain J. (2003). Learning for skills formation and employability:
A strategic framework for informal sector in Bangladesh. Journal of the Institute of
Bangladesh Studies, 26: 17-38.
7. ILO. (1999). World employment report 1998-99. Geneva: International Labour
Organization.
8. “Innovative strategies in technical and vocational education and training for
accelerated human resource development in South Asia: Bangladesh” 2015, Asian
Develop Bank, ISBN 978-92-9257-020-0 Publication Stock No. RPT146958
9. BANBEIS. (2019). Bangladesh education statistics 2018. Dhaka: Bangladesh Bureau
of Educational Information and Statistics, Ministry of Education. Government of the
People’s Republic of Bangladesh.
10. Nath SR & Chowdhury AMR. (2016). Literacy, skills, lifelong learning – SDG4 in
Bangladesh: Where are we. Dhaka: Campaign for Popular Education.
11. BRAC (2019). Youth Perception on Technical and Vocational Education and
Training (TVET) and Subsequent Employment.
12. BBS. 2015b. Labour force survey Bangladesh (2013). Dhaka: Bangladesh Bureau of
Statistics, Ministry of Planning, Government of the People’s Republic of Bangladesh
13. Ahmed M, Hossain MA, Kalam MA & Ahmed KS. (2012). Skills development in
Bangladesh: Enhancing the youth skills profile. Dhaka: Campaign for Popular
Education.
P a g e | 50
14. Newaz MT, Faruquee M & Farha S. (2013). Vocational education and training in
Bangladesh: Why it is not working? International Journal of Research Studies in
Education, 2(4): 29-40.
15. Bhattacharjee A & Kamruzzaman M. (2016). Towards employability and better
livelihood: An evaluation of BRAC’s skills development initiative. Skill Development
Working Paper Series No. 1. Dhaka: BRAC Research and Evaluation Division.
16. Rahman RA, Rahman ZR, Samadder M & Bayes A. (2017). The effects of skill
training on livelihoods: evidence from BRAC’s intervention on school dropout
adolescents. Skills Development Working paper no. 2. Dhaka: BRAC Research and
Evaluation Division.
17. Bakar, A. R. (2011). Preparing Malaysian Youths for the World of Work: Roles of
Technical and Vocational Education and Training (TVET). Malaysia: Universiti Putra
Malaysia Press.
18. Daniel Uchenna Chukwu, Edmund A. Anaele , Hyginus Osita Omeje , Ifeanyi
Benedict Ohanu (2020) Assessing Technical Vocational Education and Training
(TVET) Labour Market Potentials: Comparison of Conferees’ Opinions.
19. Park, M. G. (2005, September). Vocational content in mass higher education? In
responses to the challenges of the labour market and the work-place, Bonn, 8 -10.
20. Boeri, T., Van, J. & Ours (2013). The Economics of Imperfect Labour Markets,
Second Edition, In Bosworth, A., Dawkins, D., Stromback, P., The Economics of the
Labour Market. Harlow: Addison Wesley Longman.
21. Bangladesh technical education board (
Retrive from
https://drive.google.com/drive/folders/14useOmp5e5CRWFVAG2Obrfjag7LicFuT ,
accessed on 04 June 2022.
22. Hobiganj Polytechnic Institute (n,d). About Hobiganj Polytechnic Institute.
https://hpi.gov.bd. Accessed on 4 June 2022
23. Moulovibazar Polytechnic Institute (n,d). About Moulovibazar Polytechnic Institute.
http://mpi.moulvibazar.gov.bd/en/site/page/a6eZ-
%E0%A6%AA%E0%A7%8D%E0%A6%B0%E0%A6%A4%E0%A6%BF%E0%A6
%B7%E0%A7%8D%E0%A6%A0%E0%A6%BE%E0%A6%A8-
%E0%A6%AA%E0%A6%B0%E0%A6%BF%E0%A6%9A%E0%A6%BF%E0%A6
%A4%E0%A6%BF. Accessed on 4 June 2022
24. Sylhet Polytechnic Institute (n,d). About Sylhet Polytechnic Institute.
https://en.wikipedia.org/wiki/Sylhet_Polytechnic_Institute. Accessed on 4 June 2022
