Skills Development: Vocational Education
in the Islamic Countries
178
ANNEXES
Appendix 1: Teacher’sData: Bangladesh
THEME 1: The efforts to increase skills acquisition and there critical success
[Strongly Agree (SA); Agree (A); No option (N); Disagree (DA), Strongly Disagree (SDA)]
S ITEMS N SA A N DA SDA W
1 The government has failed to update skills
via TVET sectors
239 24
10%
51
21.3%
40
16.3%
84
35.1%
40
16.7%
2.73
2 TVET sectors are taking initiative for
installing (managing) latest/modern
equipment
240 50
20.8%
140
58.3%
17
7.1%
21
8.8%
12
5%
3.81
3 The government has provided adequate
supports to poor people for increasing
their enrollment
239
107
44.8%
98
41%
16
6.7%
16
6.7%
2
0.8%
4.22
4 TVET institutions focusmore on skill
training than theoretical knowledge
(lecture methods)
240 79
32.9%
101
42.1%
22
9.2%
31
12.9%
7
2.9%
3.89
5 The country has introduce training
programs for updating instructors’
(teachers) skills, such as: workshop, skill
training projects etc
239 83
34.7%
130
54.4%
12
5%
10
4.2%
4
1.7%
4.16
6 Vocational training is costly (almost free)
in Bangladesh
238 77
32.4%
100
42%
23
9.7%
25
10.5%
13
5.5%
3.85
7 TVET sectors take initiatives for changing
people negative attitudes towards skilled
work
238 61
25.6%
127
53.4%
26
10.9%
16
6.7%
8
3.4%
3.91
THEME 2: How appropriate skill acquisition has led to the reduction of poverty
S ITEMS N SA A N DA SDA W
1 Integration of basic skills in school level
provides young people necessary skills to
get an occupation for living
240 58
24.2%
85
35.4%
33
13.8%
51
21.3%
13
5.4%
3.52
2 Country has provision to attract poor
people towards skilled training
239 43
18%
114
47.7%
40
16.7%
33
13.8%
9
3.8%
3.62
3 There is a lack of link between skill
development and
industry practice (thus leading to low
employments)
238 92
38.7%
103
43.3%
15
6.3%
19
8%
9
3.8%
4.05
4 The government provides free skills for
students from poor families
240 81
33.8%
107
44.6%
24
10%
24
10%
4
1.7%
3.99
5 The government and private sectors have
created a number of job provisions
240 37
15.4%
90
37.5%
32
13.3%
52
21.7%
29
12.1%
3.23
THEME 3: The success and failure with regards to relationship between the vocational education and the
poverty in the context of Bangladesh
S ITEMS N SA A N DA SDA W
1 People have negative attitudes towards
enrolling TVET sectors
239 67
28%
106
44.4%
26
10.9%
25
10.5%
15
6.3%
3.77
2 Skill training has reduced poverty levels in
the country
239 71
29.7%
130
54.4%
20
8.4%
11
4.6%
7
2.9%
4.03
3 Due to gender inequality, the majority of
women have not been trained
239 55
23%
73
30.5%
33
13.8%
52
21.8%
26
10.9%
3.33