Skills Development: Vocational Education
in the Islamic Countries
182
5 NGOs and other donor agencies provide
funds (aids) for skill training
21 16
76.2%
5
23.8%
3.76
6 NGOs and other donor agencies provide free
skills training for poor students
21 1
4.8%
13
61.9%
4
19%
3
14.3%
3.57
THEME 6: The challenges and the lessons learnt regarding vocational education (financial, socio -
cultural, lack of commitment etc.)
[Strongly Agree (SA); Agree (A); No option (N); Disagree (DA), Strongly Disagree (SDA)]
S ITEMS N SA A N DA SDA W
1 Poor people could not manage resources to
enrol for skill training (they need to work
hard for their living)
21 8
38.1%
10
47.6%
1
4.8%
2
9.5%
4.14
2 There is a lack of long termplans (vision) for
improving TVET sectors
21 6
28.6%
11
52.4%
2
9.5%
2
9.5%
4.00
3 Vocational education is less popular (it has
less social value)
21 9
42.9%
10
47.6%
1
4.8%
1
4.8%
4.24
4 There is a shortage of specialized teachers in
the vocational institutes
21 6
28.6%
13
61.9%
1
4.8%
1
4.8%
4.14
5 Government does not have any specific
policies for attracting poor people for
providing skill training
21 1
4.8%
4
19%
2
9.5%
10
47.6%
4
19%
2.43
6 Youth opinions have not been taken into
consideration while formulating policies for
the development of vocational education
21 2
9.5%
11
52.4%
2
9.5%
6
28.6%
3.43
THEME 7: The gap between vocational education and the needs of the labor market
S ITEMS N SA A N DA SDA w
1 Female skilled workers face higher level of
unemployment compared to male
21 3
14.3%
5
23.8%
3
14.3%
7
33.3%
3
14.3%
2.90
2 Outdated skill training that are not
compatible (matching) with the current
need of the labour market
21 4
19%
14
66.7%
2
9.5%
1
4.8%
4.00
3. There is no relationship between no of
TVET graduates and the skilled workers
needed in the industries
21 1
4.8%
8
38.1%
2
9.5%
7
33.3%
3
14.3%
2.86
4 Bangladesh cannot send many of their
skilled people in foreign countries due to
English or other language problem
21 15
71.4%
5
23.8%
1
4.8%
4.67