Skills Development: Vocational Education
in the Islamic Countries
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C. Government initiatives
Government of Bangladesh, Uganda, and Palestine respectively, have already taken many
positive initiatives towards improving TVET sectors. Despite these initiatives, the following
recommendations are listed to move forward
 Funds: one of the major challenges of TVET sectors’ improvement is inadequate funds.
Governments of those countries who have constrains of having funds will take necessary
initiatives toallocate required funds to improve TVET sectors towards poverty eradication.
Few steps could be done in this regard: economical use of resources, reduce corruption so
that funds will be utilized fully, prioritizing areas of improvement, and the like.
 Building Capacity: Government should focus more on building capacity of TVET
institutions. (P6) This investment may come from both public, private and donor agencies.
 Quality education and training: In order to ensure quality, the proper policies and
monitoring systems are urgently needed in OIC countries. Both public and private TVET
institutions should ensure quality education for meeting industrial requirement.
 Increase number of TVET institutions: In order to attract more poor people (male and
female), government should increase the number of TVET institutions throughout the
country so that all of them have equal opportunity to have skill training. (P6)
 Social value: Government should take necessary steps to increase social status of TVET
graduates. Few steps could be considered such as salary of TVET graduates will be an
attractive one; the importance of their service will be well acknowledged and circulated,
allow them to compete with other graduates (higher education) for securing government
jobs; and to convey importance of vocational education via all media to change people
negative attitudes towards TVET sectors.
 Linkingwith NGOs: Governments of OIC member states, whohave lack of funds, should
work more closely with NGOs and other donor agencies.