Skills Development: Vocational Education
in the Islamic Countries
52
3.5. Therefore, the statement is accepted. In a negative statement (item 6), almost all
administrators disagree (90.5%) that skilled workers are not getting jobs. None of the
administrators agreed with this statement.
Table 3. 3: Success in TVET sector of Bangladesh
Teachers Administrator
S ITEMS SA
%
A
%
N
%
DA
%
SDA
%
X SA
%
A
%
N
%
DA
%
SDA
%
X
1 Integration of
basic skills in
school
24.2 35.4 13.8 21.3 5.4 3.52 10.5 47.6 10.5 23.8 10.5 3.24
2 Emphasis is on
skill training
32.9 42.1 9.2 12.9 2.9 3.89 28.6 57.1 4.8 9.5 0 4.05
3 Training is less
costly
32.4 42 9.7 10.5 5.5 3.85 19 76.2 0 0 4.8 4.05
4 Competent TVET
instructors
49.8 38.1 2.5 6.3 3.3 4.25 N/A N/A N/A N/A N/A N/A
5 Up-to-date skill
training
programs
20.1 51.9 12.6 11.7 3.8 3.73 N/A N/A N/A N/A N/A N/A
6 Skilled workers
are not getting
jobs
N/A N/A N/A N/A N/A N/A 0 0 9.5 57.1 33.3 1.76
From Table 3.3 and figure 3.2, we conclude that Bangladesh has already achieved the bellow
mentioned successes:
1. Integration of basic skills in school level provides young people with necessary skills to
get an occupation for a sustainable future. (This statement is confirmed with the basis
of qualitative data and to get insight from document analysis).
2. TVET institutions in Bangladesh focusmore on skill training than theoretical knowledge
3. Vocational training is almost free in Bangladesh to attract all people.
4. The instructors in TVET sectors are competent to conduct subjects that require new
knowledge and skills (This result was not supported by the other evidence: next section
item 10, and qualitative data).
5. Current skill trainings in Bangladeshi TVET sectors offer updated training programs
which produce competent skilled workforce (Qualitative data provide much deeper
understanding about this statement, please see qualitative findings, Page. 68).
6. Skilled workers in Bangladesh are getting job.