Bangladesh’s textile colleges, diploma and vocational institutions face significant skill gaps among teachers, particularly in modern technology and digital literacy. Many teachers also lack practical industry experience, while the curriculum for textile engineering education remains outdated. As a result, students are not receiving market-oriented training and are struggling to develop the competencies required by the textile and apparel sector. These shortcomings are affecting graduates’ ability to enter the workforce, with many encountering hurdles when seeking employment. Educators, textile engineering students, and relevant people in this sector shared these views. This was also reflected in a recent survey on textile education.
According to educationists and sector stakeholders, textile students typically complete the degree with theoretical knowledge. Their education remains heavily certificate-focused. However, the sector demands hands-on, application-based expertise. Employers look for candidates who can demonstrate technical proficiency. When graduates fail to meet these expectations, many become frustrated and shift to other career fields. On the other hand, factory owners and managers frequently report difficulty in finding skilled professionals.
A recent survey conducted by Dr. Mohammad Abbas Uddin Shiyak, assistant professor at Bangladesh University of Textiles (BUTEX), sheds light on these challenges. The study, titled “Resilience and Reinvention: Creating Skilled Professionals for the Textile and Apparel Sector of Bangladesh,” surveyed 963 students from textile colleges, vocational institutes, and diploma programs. He presented the findings on December 4 at a seminar marking National Textile Day.
Abbas Uddin asked respondents which teacher-related challenges affected them most. About 41.1 percent said their learning was hindered by teachers’ lack of modern technology skills and digital literacy. Another 33 percent noted that teachers had little real-world industry experience, making it difficult for them to impart practical, market-relevant skills. As a result, students are missing out on essential hands-on training. Additionally, 41 percent said much of what they are taught is outdated and ineffective, failing to prepare them for today’s industry demands. These gaps later become major obstacles when they seek employment.
Students also expressed dissatisfaction with the overall quality of teaching. Only 10 percent of BSc students said teaching quality at their institution was ‘very good’. Around 36 percent rated it as ‘average’, while 20.6 percent described it as weak. On the other hand, among diploma students, 41 percent said teaching quality was very good, while over 8 percent said it was weak. Meanwhile, nearly 45 percent of vocational students rated their instruction as average.
Speaking to Bonik Barta, BUTEX assistant professor Abbas Uddin added, “Earlier, individuals with industry experience joined the teaching profession in this sector, and their expertise was valued. In recent years, fresh graduates have also been recruited. Naturally, they lack somewhat practical experience. They have to show willingness to bridge those gaps for the students’ sake. At the same time, students must develop the mindset to absorb what teachers are teaching. They should give up the way of simply attending classes and completing the degree. Our education system and curriculum require updates. The industry is advancing rapidly to stay competitive in the global market. The workforce that will serve this industry must be upgraded accordingly.”
Abbas Uddin further emphasized, “Every teacher and student should maintain close engagement with the industry. They must visit factories more frequently. This will help them acquire practical skills. Alongside this, they understand what type of human resources, what qualities and competencies factories expect. Such exposure will help students prepare themselves for their future careers.”
Despite these gaps, many graduates who do complete their studies are reluctant to build careers in the textile sector. They say the pay is low compared to the workload, and the job demands considerable physical and mental strain. Above all, concerns over social status influence their career choices more. Among respondents, 46 percent said wages in the textile and apparel sector are low; 42 percent cited excessive workload; and 41.2 percent said the working hours in this sector are longer than in other professions. About 20 percent felt the sector offers lower social standing, while 24.4 percent believed career growth opportunities are limited here. Another 26.6 percent mentioned job insecurity and health risks.
Speaking to Bonik Barta, Dr. Mohammad Ali Zinnah, professor at the Institute of Education and Research of the University of Dhaka, said, “Real-world experience and technical expertise are crucial in textile and specialized fields. But in Bangladesh, we do not have enough teachers, and many of those who are in the system lack practical industry exposure. Under such circumstances, two steps can be taken. First, to ensure internationally standard training, it is necessary to bring qualified foreign trainers to Bangladesh alongside domestic trainers. This would be more cost-effective and efficient compared to sending teachers abroad for training. Second, industry–academia collaboration must be strengthened. For this to work, agreements must be structured in a way that benefits both industry and educational institutions. Otherwise, the agreements will not be implemented meaningfully.”
A recent graduate from Madaripur Textile Engineering College (MTEC) told Bonik Barta, “What we learned in class hardly matches what we saw during factory visits. Most of the classroom lessons are theoretical in nature. Although we learn theory in class, everything becomes practical in the workplace. That is why we struggle at the beginning of our careers. Teachers also have skill gaps. These shortcomings are affecting everyone’s career.”
Sk Bashir Uddin, adviser to the Ministry of Textiles and Jute and the Ministry of Commerce, attended the December 4 National Textile Day seminar as the chief guest. He said, “There is a gap between the quality of textile education and the needs of the industry. Textile education is fully functional in nature, but without close linkages between academia and industry, students fall behind in demonstrating competency in the workplace. The Middle East has crude oil; we have 180 million people, a resource that requires refinement in terms of skills. If we can build a skilled workforce, we can reach the peak of prosperity.”
Bangladesh currently has 11 textile colleges, 15 diploma-level textile institutes, and seven textile vocational institutes under the Department of Textiles. When asked about teacher shortages and curriculum issues, Director General Md Shahidul Islam told Bonik Barta, “We have already decided to revise the curriculum based on consultations with academics and all stakeholders. We will then add new machinery as needed. Updated machinery will allow students to receive more advanced technical training. We also plan to recruit some skilled teachers. With the arrival of new equipment, new training will be required. Then we will provide training to teachers as well. Overall, we are working to modernize textile education and enhance the skills of both teachers and students.”