Skills Development: Vocational Education
in the Islamic Countries
171
TVETBoardof OIC countries (Mainly controlledby the government)
Updating Curriculum: In order to meet the current industrial demands, the authority of TVET
sectors (TVET board) should update curriculum frequently. Special emphasis should be given
on:
 Job oriented (specific skill-oriented);
 Short-term (6 months – one year) programs along with long-term programs;
 Incorporate basic skills in school level;
 Missing skills ranging from crucial skills and urgent skills need to be included.
Professional development programs should be continued with an emphasis on enhancing
teachers’ competency (capacity building) towards meeting the objectives of TVET teaching and
learning. Emphasis should also be given on ICT skills and English language among TVET
teachers.
Certificate: Without having certificates from TVET board, the industry should not recruit any
skilled worker.
TVET board should provide an environment within which all students should know and
recognize machines, equipment, parts, and related tools via English.
Job placement cell or other bodies (council) should be established under the custody of TVET
board of OIC member states.
TVET Institutions
TVET institutes should:
 invite experts fromdifferent industries for sharing their current knowledge and experience
as a guest lecturer;
 organize industrial visit (internship) for both teachers and students;
 take initiative to enhance Coordination and Collaboration among TVET institutions
and industries so that stronger relationship could be built among them;
 maintain gender responsive environment for their students;
 organize meetings among teachers, students and parents at school level to attract and
empower students from poor background to join TVET sector;
 Maintain teachers’ teaching load in an international level.
Other few factors:
 In order to attract poor people to skill training, the religious leaders of different beliefswill
sensitize their communities on the benefits of skill training.
 The migrant should learn related language before going abroad for employment whichmay
be ensured through proper certification.
 Scholarship and free education needs to be available in order to increase poor-students’
enrolment in TVET sectors of underdeveloping countries of OIC.
 Stakeholders of TVET sectors should take initiatives in creating jobs for skilled people.