Skills Development: Vocational Education
in the Islamic Countries
57
of the participants (both 89.1% of teachers and 85.7% of administrators) agreed that
Bangladesh has introduced training programs for updating instructors’ (teachers) skills. In this
statement, the mean values, X for T =4.16 and X for A = 3.95, are also quite high and these are
higher than 3.5. Hence, the statement is accepted. Similarly, in the next item (item4), most of the
teachers (79%) and administrators (94.7%) agreed that TVET sectors take initiative for
changing people negative attitudes towards skilled work. In this statement, the mean values, X
for T =3.91 and X for A=4.00, are also quite high. Therefore, the statement is accepted. Rest of
the items (5 and 6) were constructed for administrators only. In item 5, most of the
administrators (81% and X=3.95) agreed that government’s policies have contributed in
improving skills level of the country. In the last item (6), 71.4% administrators agreed that the
government revises the curriculum (training activities) regularly. Themean value, X for A = 3.43,
ranges within average valuation. However, the mean value is slightly less than 3.5. Therefore,
the statement is not accepted.
Figure 3.4 Government’s Initiatives in TVET sector of Bangladesh
From Table 3.5 and Figure 3.4, we conclude that Government of Bangladesh has taken the
following initiatives for improving TVET sectors:
1. Government has not failed to improve TVET sectors for enhancing skills level. Therefore,
it is clear that the government of Bangladesh is taking initiatives for improving TVET
sectors.
2. TVET sectors are taking initiative for installing (managing) latest/modern equipment.
However, these initiatives are not adequate (see Qualitative data, page 68).
3. Bangladesh has introduced training programs for updating instructors’ (teachers) skills.
4. TVET sectors take initiatives for changing peoples’ negative attitudes towards skilled
work. However, this step is not enough to change the entire situation (see Qualitative
data, page 68).
5. Government’s policies have contributed in improving skills level of the country.
6. The government is not revising the curriculum (training activities) regularly. Besides, it
exists skill gap between TVET institutions and industries (see Qualitative data, page 68).
0,00 0,50 1,00 1,50 2,00 2,50 3,00 3,50 4,00 4,50
The government has failed to update skills
Initiative for installing latest/modern equipment
Have training programs for updating…
Changing negative attitudes towards skilled work
Policies contributed in improving skills
Curriculum is revising regularly
Government’s initiatives in TVET sector of Bangladesh
X ( Admin) X (Teacher)