Skills Development: Vocational Education
in the Islamic Countries
59
administrators agreed that Bangladesh has provision to attract poor people towards skilled
training. Themean values, X for T =3.62 and X for A = 3.70, which are higher than 3.5. Hence, the
statement is accepted. In item 3, a slightly more participants (78.4% of teachers & 76.1% of
administrators) agreed that the government provides free skills for students frompoor families.
The mean values, X for T =3.99 and X for A = 3.81, are more than 3.5. In case of item4, although
half (52.9%) of the participated teachers agreed on the statement, a significant amount of
administrators (66.7%) did not agree on this. The mean values, X for T =3.23 and X for A = 2.90,
are also low (less than 3.5). Therefore, the statement is not accepted. In the next item (item 5),
most of the teachers (84.1%) and administrators (95.3%) agreed that skill training has reduced
poverty levels in the country. In this statement, themean values, X for T =4.03 and X for A = 4.24,
are considerably high. In the next item (item6), slightly less participants (76.7%of teachers and
85.7% of administrators) agreed that poor people could not manage resources to enrol for skill
training. Like the previous statement, themean values, X for T =3.88 and X for A = 4. 14, contain
quite high values (more than 3.5). Hence, the statement is accepted. Items 7, 8, 9, and 10 were
constructed only for administrators. In items 7, almost two-thirds of the administrators (61.9%)
agreed that TVET sectors attracted poor people for skill training. Themean value, X for A = 3.52,
is more than 3.5, which implies the statement is accepted. In item8, most of the administrators
(80.9%) agreed that the country has provision to send skilled manpower toother countries and,
themean value is quite high (X for A=3.95). In case of next item, 66.7%of administrators agreed
that a number of TVET graduates has been actively involved in creating jobs through
entrepreneurshipwhereas one third (28.6%) disagreedwith this statement and themean value
is average (X for A=3.28)which is less than 3.5. Therefore, the statement is not accepted. In the
last item, most of the participants (66.6%) disagreewith the negative statement, and the mean
value is also low (X for A=2.43). Therefore, the statement is not accepted.
FromTable 3.6 and Figure 3.5, we conclude that skills training has linkwith poverty eradication:
1. Government has provided supports to poor people for increasing their enrollment.
2. Bangladesh TVETsectors have provision to attract poor people towards skilled training.
3. Government provides free skills for students from poor families.
4. The government and private sectors do not have initiative to create jobs for skilled
people
5. The skill training has reduced poverty levels in the country.
6. The poor people could not manage resources to enroll for skill training (they need to
work hard for their living).
7. TVET sectors attract poor people for skill training.
8. The country has provision to send skilledmanpower to other countries (who in return
earn foreign currency).
9. TVET graduates generally have not been actively involved in creating jobs trough
entrepreneurship
10. Generally, government has specific policies for attracting poor people for providing skill
training.