Skills Development: Vocational Education
in the Islamic Countries
160
“Training Centres do not provide enough professional specialities [trades] to girls”. (PP1)
In order to increase female students’ enrolment in TVET sectors, the following recommendation
could be added with existing initiatives:
 TVET institutions should maintain gender responsive environment for their students.
For example, separate toilets, common room, and prayer room for ma le and female
should be ensured.
 In order to attract more female students in TVET sectors in Islamic World, separate
female institutions need to be built in different regions of the whole country.
Specific to Gaza strip (Palestine) and similar contexts
In order to increase female students’ enrolment, scholarship schemes such as free tuition and
monthly stipend (like in Bangladesh) should be introduced in Gaza strip (Palestine). Donor
agencies particularly from OIC member states need to come forward to allocate necessary funds
for executing this recommendation.
2. Teachers professional development (training)
 Professional development (teacher-training) programs on a need basis should be
continued for enhancing teachers’ competency (capacity building) towardsmeeting the
objectives of TVET teaching and learning.
 It is urgent to organize training programon ICT skills and English language in order to
improve ICT skills and English language among TVET teachers.
Figure 8.2Ways to improve TVET sector
General Recommendation
1-Female Enrolment
2- Teachers' Professional
Development
3- Awareness & social
Recognition
4 - Language Barriers
5 - Building Hostels
6- Long Term Plans
Palestine
* Free tution to
female students
*specialtraining
program
Bangladesh
i)- Specific
subject based
training
II)- Use of English
medium books
Uganda
*Special training
programs
*Senstization of
TVET in religious
places