Skills Development: Vocational Education
in the Islamic Countries
53
Figure 3.2: Success of TVET sectors of Bangladesh
(ii) Challenges inTVET sector of Bangladesh:
Table 3.4: Challenges in TVET sector of Bangladesh
Teachers Administrator
S ITEMS SA
%
A
%
N
%
DA
%
SDA
%
X SA
%
A
%
N
%
DA
%
SDA
%
X
1 Bangladesh
has
necessary
fund for
TVET
sectors
21 38.
7
13.
9
16.8 9.7 3.4
5
14.3 57.
1
14.
3
14.3 0 3.7
1
2 Have
negative
attitude
towards
enrolling
toTVET
sectors
28 44.
4
10.
9
10.5 6.3 3.7
7
28.6 52.
4
4.8 14.3 0 3.9
5
3 Fewer
women
trained
23 30.
5
13.
8
21.8 10.9 3.3
3
14.3 42.
9
23.
8
19 0 3.5
2
4 Lack of
long term
plans for
improving
TVET
sectors
36.3 36.
3
9.2 13.8 4.6 3.8
6
28.6 52.
4
9.5 9.5 0 4.0
0
5 Vocational
education
is less
popular
37.7 41.
4
5 8.8 7.1 3.9
4
42.9 47.
6
4.8 0 4.8 4.2
4
6 Shortage of
specialized
teachers
42.4 34.
9
7.1 10.1 5.5 3.9
9
28.6 61.
9
4.8 4.8 0 4.1
4
0,00 0,50 1,00 1,50 2,00 2,50 3,00 3,50 4,00 4,50
Integration of basic skills in school
Emphasis is on Skill Training
Training is less costly (affordable)
Competent TVET Instructors
Up to date skill training programs
Skilled workers are not getting jobs
Success in TVET sector of Bangladesh
X (Admin) X (Teacher)