In total, Bangladesh has 173 universities — 57 public and 116 private, according to the University Grants Commission (UGC) data. Academic activities are currently ongoing in 163 institutions. Among them, 35 public and 106 private universities offer engineering faculties.
Despite the large number of institutions providing engineering education, Bangladesh’s presence in international rankings remains very limited. Analyses of various global rankings show that only 13 universities from the country have been able to secure positions in engineering and technology disciplines. Experts attribute this to low budget allocation in the education sector, insufficient emphasis on research and innovation, and the absence of long-term state planning for building technological capacity.
Only two Bangladeshi universities, Bangladesh University of Engineering and Technology (BUET) and the University of Dhaka (DU), ranked in engineering and technology, according to the UK-based QS World University Rankings 2026. Among 191 listed institutions, these two universities ranked 100th and 126th, respectively. The ranking is based on three key criteria: employability, research and innovation output, and international research networks.
At present, there are five specialised public institutions dedicated solely to engineering education in Bangladesh. Over the past two decades, the government has also prioritised the establishment of science and technology universities to develop skilled manpower. Out of the 57 public universities, 13 are science and technology universities. General public and private universities also offer engineering faculties. More than 225,000 students are currently studying engineering in the country, with nearly 50,000 graduates produced annually, according to the UGC’s latest annual report (2023).
Data from the universities, however, indicates that a large portion of these institutions suffer from inadequate facilities. Notably, four science and technology universities still lack permanent campuses, nine do not have sufficient laboratory facilities, and eight face professor shortages.
Professor Dr Mohammad Ismail, vice-chancellor of Noakhali Science and Technology University, told Bonik Barta, “Our engineering education is largely confined to building academic competence. ‘Product development’ culture, where an idea is transformed into a marketable or patentable product, is seen in institutions like the IITs or other global universities. But this culture is absent here. Bangladesh is falling behind due to the lack of innovation and patent culture.”
He further noted that students in Bangladesh learn how to operate machines but do not receive adequate training on how to innovate new technologies. “Our universities also lack the necessary facilities. Science and technology universities were supposed to focus on technology-based disciplines, but many are now broadly introducing general subjects. This practice leads them to lose their distinctiveness. At the same time, limited budgets make it difficult to ensure the required facilities,” he added.
He explained the reasons behind the country’s lag in international rankings, stating, “One of the main reasons for which we fall behind in ‘employer rating’ and ‘industry connectivity’ is our failure to upgrade laboratory facilities to international standards. Apart from this, funding for research remains minimal. If we want to see our graduates in global CEO or leadership positions, we must ensure at least 5 percent of GDP to education and establish world-class laboratories, a proper research environment, and stronger industry–academia collaboration in every university.”
The two Bangladeshi universities included in the ranking, BUET and DU, scored 60 and 57.4, respectively. In contrast, among Indian universities listed, 15 scored above 64, five scored above 50, and two exceeded 80.
Indian engineering graduates’ global employability advantage is also reflected in the leadership position of major multinational corporations. Among global giants such as Google, Microsoft, and IBM, the current CEOs are all Indian nationals with engineering degrees from Indian institutions. These include Sundar Pichai, who graduated from IIT Kharagpur; Satya Nadella, who studied electrical engineering at Manipal Institute of Technology; and Arvind Krishna, who completed his studies at IIT Kanpur. Beyond these three, many top executives in global firms also hold engineering degrees from various IITs and Indian universities.
Education experts identify several structural issues behind the lag of Bangladeshi graduates in global technology leadership. According to them, full implementation of Outcome-Based Education (OBE) and achieving accreditation are essential for competing internationally. At the same time, the use of modern technologies in the education system remains limited. While the world is advancing rapidly in fields like AI, machine learning, and robotics, many local laboratories still depend on outdated equipment.
Nearly two-thirds of Bangladeshi engineering students are enrolled in private universities, according to the UGC annual report. Professor Dr M Tamim, vice-chancellor of Independent University, Bangladesh (IUB), notes that, while the industrial sector and universities maintain a close relationship in the developed countries, there is little coordination in Bangladesh. “As a result, research and innovation are hindered. There is a limited budget allocation in this sector; most funds are spent on infrastructure development. That’s why it isn’t possible to build modern research facilities," he shared.
He told Bonik Barta, “Due to the lack of demand for advanced research in the domestic industrial sector, talented individuals are losing interest in innovation, and industries continue to rely on foreign technology. To overcome this situation, it is crucial to ensure 5 percent of GDP allocation to education. At the same time, it’s also essential to expand modern facilities in the universities and encourage industry investment in research.” He further emphasised that if problem-solving-based OBE is effectively implemented along with theoretical education, Bangladeshi engineers will be able to secure leadership positions in the global market.
The globally recognised Times Higher Education (THE) 2026 ranking has listed only 13 universities in engineering from Bangladesh. In compiling this ranking, THE considered five indicators: research quality, the ability to support industry through innovation, the capacity to attract international students, research environment, and education environment. Each scored out of 100.
Among these institutions, DU ranks first, followed by BUET. Overall, DU scored between 36.5 and 39 out of 100, while BUET’s score ranged from 31.6 to 36.3.
The other 11 universities included in the ranking are Daffodil International University, Jashore University of Science and Technology, North South University, University of Rajshahi, American International University-Bangladesh, BRAC University, Chittagong University of Engineering and Technology, Khulna University, Khulna University of Engineering and Technology, University of Chittagong, and Military Institute of Science and Technology. Their scores range between 21.4 and 36.3 out of 100.
Analysis of the ranking shows that while universities scored above 60 in research quality, their performance in other indicators remained below 40. Notably, scores in the research environment and education environment were particularly low — often below 15.
A comparison with other Asian countries highlights Bangladesh’s relative lag. In QS rankings, China has 42 universities listed, India 18, Malaysia 15, Japan 14, Pakistan 8, Sri Lanka 4, Indonesia 6, Iran 4, and Singapore 3. In Times Higher Education rankings, India has 102 universities, China 85, Japan 79, Iran 51, Indonesia 21, Malaysia 20, Pakistan 31, and Singapore 2 institutions represented.
Professor Dr Abdul Hasib Chowdhury, pro-vice chancellor of BUET, believes, “Bangladeshi students are highly capable and talented, and that the curriculum itself meets international standards.” But he argues the primary challenge lies in the lack of facilities and a supportive environment.
He points out, “Budget allocation for education in Bangladesh remains extremely low. The allocation is only about 1.53 percent of GDP in the most recent fiscal year, whereas at least 5 percent is necessary. Ensuring quality education is nearly impossible with such limited funding.” He also highlights a significant disparity when comparing BUET’s budget with that of India’s IITs. During the same time, the country’s many laboratories have not been modernised for decades, contributing to technological backwardness, he added.
Despite these limitations, teachers and students are striving to produce quality work and have gained some level of international recognition, the BUET pro-vice chancellor said. Speaking to Bonik Barta, he noted, “Bangladesh has no clear long-term national vision for achieving technological capability. While developed countries have focused on advancing their own technologies, Bangladesh still remains import-dependent. If such strategic goals were set, universities, students, and the industrial sector would have a clear direction, and industry–academia collaboration would be strengthened.”
He also pointed out the lack of comprehensive academic master plans in many universities. “Although the number of universities in the country has increased, many institutions are opening departments without adequate facilities. As a result, there is a gap in graduate competency. To advance technologically, these structural deficiencies must be addressed,” he further emphasised.
The engineering faculty of the University of Dhaka scored 83.6 in research quality. However, its score for industry collaboration through innovation is only 29.3, while its ability to attract international students stands at 42.8. The research environment and teaching environment scores are both 16.5. Overall, the university’s total score ranges between 36.5 and 39.
On this issue, Professor Dr Abdus Salam, pro-vice chancellor of DU, told Bonik Barta, “Although Dhaka University is the oldest institution, its engineering faculty is relatively new. Even so, we’re performing quite well. Considering our limited budget and facilities compared to other global universities, it can be said that very few institutions achieve as much as we do with so little. We’re unable to meet even basic needs such as student accommodation and quality food. Laboratories lack modern equipment, and funding for each research project is extremely low. To improve engineering and technological education, these challenges must be addressed along with ensuring adequate facilities.”