Echoing the need for curriculum modernisation and more opportunities

In an ideal world, the equation relating merit and probability of success is linear. Those who prove their ability and dedication are able to secure their desired positions through fair competition. However, as corrupt practices increase in a society, this simple equation grows increasingly non-linear. In such a culture, merit is often the first casualty.

The demonstrations that were organised by engineering students and professionals stems from claims of such discrimination against merit. The protest reached its peak on August 27 following reports of Rokonuzzaman, an assistant engineer at Northern Electricity Supply PLC (NESCO) and an alumnus of Bangladesh University of Engineering and Technology (BUET) being threatened by diploma engineers in his office.

Farhan Nasit, a second-year student at BUET explains, "For over six months, engineering students from different universities, both public and private, have been demonstrating."

The allegations made by the BSc engineers centre around the post of Assistant Engineer (9th Grade). Diploma graduates are recruited separately into the post of Sub-Assistant Engineer (SAE), which is the tenth grade, where only they are eligible to apply. From there, they are granted a 33 percent quota for promotion to the assistant engineer post.

Through the protests, the diploma engineering community demanded the reservation of sub-assistant engineers or equivalent posts specifically for diploma engineers. Moreover, they're also demanding that the promotion rate from sub-assistant engineer or equivalent to assistant engineer be increased to 50 percent, in accordance with the government notification of 1978.

Iftekharul Islam Emon, an assistant professor in the Department of EEE at BUET, explains why he feels that diploma holders in electrical engineering may not be suitable for Grade 9 posts of Assistant Engineers, "In any organisation, the organogram defines a fixed and limited number of posts. As the scope of an organisation expands, the number of posts may increase but only over long intervals. Therefore, to fulfil the mission and vision of an institution, it is essential that recruitment for each post is conducted strictly on the basis of merit. A suitable candidate is one who meets the minimum academic requirements for the post, can pass the competitive examination, and perform the job responsibilities competently."

According to Farhan, BSc engineers are not just concerned about the disparity in recruitment opportunities, but also in the time and effort required to attain a bachelor's degree in engineering.

"After SSC, students must complete HSC, which takes two years, and then a BSc degree of four years before entering the assistant engineer post. But diploma graduates, after SSC and a four-year diploma, directly join as SAEs," said Farhan,

Najmul Alam Mahin, an undergraduate student at BUET, argues that restricting BSc graduates from applying to tenth grade posts restricts employment opportunities. "Through the 33 percent quota reserved for diploma holders, they can be promoted to posts equivalent to those requiring a BSc degree, even without holding a BSc degree. This, in turn, limits opportunities for fresh BSc graduates and, according to many students, contributes to rising unemployment in the engineering sector."

Turjo Barman, a diploma student at the Daffodil Polytechnic Institute, studying Telecommunications Engineering, argues that the demand should be centred around asking for an improved education system. "BSc graduates or individuals who are currently pursuing their bachelor's should not place themselves for the 10th grade jobs simply by evaluating the state of the economy. While the job sector is very competitive, our country lacks adequate education infrastructure."

Emon provides his insight on why BSc graduates should be allowed to apply in the tenth grade, "Diploma courses are administered by the Technical Education Board, whose curriculum is designed by BUET faculty members. The teachers in polytechnic institutes, who train SSC graduates into diploma engineers over four years, are also largely BSc degree holders without diplomas. Even DUET, the only public university for higher studies after a diploma, employs many BUET graduates as faculty members. From a curriculum perspective, everything that is taught in diploma programmes is already included in the BSc curriculum, and much more."

Following the protests, the Government has formed two committees to examine the demands of engineering students and diploma engineers.

However, instances like those on August 27 prove that the culture of silence, until blood is shed, perseveres. The continued repression, however, will eventually lead to the inevitable — brain drain. While many qualified students are already leaving the country, those who remain have to put up with a harsh reality.

"The job market salary offering is too low. If a fresh graduate is offered a low starting salary after investing a large sum on their education, it will diminish their morale. Unfortunately, I see more unemployed graduates and diploma holders in near future," Turjo said.

Despite the differences, the demands raised by diploma engineers also highlight the need to improve their curriculum and expand opportunities for higher education. Their memorandum called for modernising the diploma curriculum into an English version, addressing teacher shortages in polytechnic and monotechnic institutes as well as technical school and colleges (TSCs) by maintaining a teacher-student ratio of 1:12, increasing scholarships for polytechnic students, and introducing credit transfer systems that would allow diploma certificate holders to continue their studies in engineering universities and colleges.