Skills Development: Vocational Education
in the Islamic Countries
150
7.2. Summarize on the basis oncomparisonof findings (fromquantitativedata)
The Table 7.2 shows the generalised findings which are finalised by using field study
(quantitative data) of Bangladesh, Palestine and Uganda.
Table 7.2: Generalized findings for OIC member states
Generalized findings for all OIC countries which have similar contexts8 of Bangladesh,
Palestine and Uganda
Success in TVET sector
1. Integration of basic skills in school level provides young people with necessary skills to
get an occupation for a sustainable future.
2. TVET institutions in many OIC countries focus more on skill training than theoretical
knowledge.
3. In many OIC countries, vocational training is not completely free to attract poor people.
However, few countries, like Bangladesh, have taken initiatives to provide free traini ng
(short training) to attract poor people.
4. Generally, the instructors in TVET sectors are not competent to conduct subjects tha t
require new knowledge and skills. Surprisingly, the finding shows different picture in
Uganda.
5. Current skill trainings inTVET sectors of many OIC countries do not offer updated traini ng
programs which produce competent skilled workforce. However, few countries, like
Uganda, claim that their TVET sectors offer updated training programs.
6. Mostly skilled workers are getting job.
Challenges in TVET sector
1. Many countries in OIC member states do not have essential funding for skill training.
However, few countries, like Bangladesh, have no issue with the required funding.
2. People have negative attitude towards enrolling in TVET sectors.
3. Gender inequality is a challenge inTVET sectors. In contrary, Uganda claims that they have
equality in TVET system.
4. There is a lack of long term plan (vision) for improving TVET sectors. Surprisingly, the
finding shows different picture in Uganda.
5. Vocational education in many countries is less popular and has less social value.
Surprisingly, the finding shows different picture in Uganda.
6. There is a shortage of specialized teachers in the vocational institutes.
7. Female skilled workers do not face higher level of unemployment compared to male.
8. Many countries cannot send their skilled people to foreign countries due to English or
other language barriers.
9. In many cases, OIC member states do not have adequate TVET institutions for skill
training.
10. There is a lack of competent instructors (teachers) in TVET sectors. However, few
countries, like Uganda, claim that they have competent instructors.
11. Youths’ opinions have not been taken into consideration sufficiently while formulati ng
policies for the development of vocational education.
8 Generalization was supported by the datawhich had been taken fromminimum two case studies