Skills Development: Vocational Education
in the Islamic Countries
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THEME 4: Contributionof NGOandother donor agencies towards improving TVET
Sectors
NGOs and other donor agencies such as ILO, World Bank, GIZ, Islamic Relief, IDB, are
working towards eradicating poverty through vocational education in many OIC member
states. Basically, these NGOs and donor agencies are the main stakeholders for improving
TVET sectors. Different donor agencies are providing different supports for eradicating
poverty through TVET sectors. For instance:
 They provide training programs, training of trainers (TOT), and support for
curriculum development and plan for other activities towards improving skill
training.
 Some of them work for poverty eradication through youth employment .
 They also provide entrepreneurship opportunities for young people who graduate
from institutes and complete skill training.
 Some of them provide small grants for initial business start-up.
 Donor agencies manage modern equipment, labs for new courses and help in
arranging expert trainers for running new programs.
 Some NGOs and donor agencies organize campaigns, conferences, workshops and
advertisements toattract young people towards TVET sectors and toenhance social
awareness towards these sectors.
 Some NGOs in many underdeveloped and less developed countries of OIC member
states are providing free skills training for improving their living standards.
THEME 5: The relationshipof TVETsectors and industry
In many countries of OIC, there is a gap between skills level of TVET sectors and the
requirement of industry. A number of reasons have been identified that cause this gap. The
reasons include:
1. Most of the institutions of TVET sectors do not have modern machineries. On
contrary, most local industries have modern machineries installed to ensure
continuous increase of their production capacity and to compete in the global
market.
2. Fewgaps have alsoemerged due toold curriculum, which in turn is unable tomeet
the current industrial demand.
3. Some subjects (trades) are changing rapidly such as computer technology and
therefore, TVET sectors face continual challenge tocope upwith this rapid change.
Thus, obvious gap exists between TVET sectors and industry.
4. In TVET sectors, teachers in many cases do not have practical industrial
experience and therefore, they are not competent enough to link industrial
exposure to their teaching in TVET. Thus, a gap exists in TVET sectors and
industrial requirement of many OIC member states.
5. In many cases, industries are not willing to provide support to the TVET sectors,
such as they refuse to provide students industrial attachment to their industry, to
show reluctant to collaborate with TVET sectors, and the like.
6. There is a lack of co-ordination and cooperation among TVET institutions and
industries which further emerge gap between TVET sectors and the requirement
of industry.