Skills Development: Vocational Education
in the Islamic Countries
66
5. The industry does not provide carrier guidance to students of vocational institutions so
as to prepare them for future workforce.
6. Industries have no (in some cases very less) partnership with institutions.
7. Both vocational institutions and industries have not collaboratively organized
exhibitions to motivate young unemployed people.
8. The industry is not consulted during curriculumdevelopment for vocational institutions
to improve current skill trainings.
Table 3.12: Summary of Quantitative analysis (Bangladesh)
Quantitative Findings
The Results from TVET institutions:
(i) Success in TVET sector of Bangladesh:
1. Integration of basic skills in school level provides young people with necessary skills to
get an occupation for a sustainable future.
2. TVET institutions in Bangladesh focus more on skill training than theoretical knowledge.
3. Vocational training is almost free in Bangladesh to attract poor people.
4. The instructors in TVET sectors are competent to conduct subjects that require new
knowledge and skill.
5. Current skill trainings in Bangladeshi TVET sectors offer updated training programs
which produce competent skilled workforce.
6. Skilled workers in Bangladesh are getting job.
(ii) Challenges in TVET sector of Bangladesh:
1. Bangladesh has essential funding for skill trainings. Therefore, funding is not a major
problem in Bangladesh.
2. People have negative attitude towards enrolling in TVET sectors.
3. Due to gender inequality, the majority of women have not been trained. Therefore, gender
inequality might be a challenge in TVET sectors.
4. There is a lack of long term plan (vision) in national level for improving TVET sectors.
5. Vocational education is less popular (it has less social value).
6. There is a shortage of specialized teachers in the vocational institutes.
7. Female skilled workers do not face higher level of unemployment compared to male.
8. Bangladesh cannot send many of their skilled people to foreign countries due to English
or other language barriers.
9. Bangladesh does not have adequate TVET institutions for skill training.
10. There is a lack of competent instructors (teachers) in TVET sectors.
11. Youths’ opinions have not been taken into consideration sufficiently while formulating
policies for the development of vocational education.
12. The graduates are not competent to meet industrial requirements .
(iii) Government’s initiatives in TVET sector of Bangladesh:
1. Government has taken initiatives to improve TVET sectors for enhancing skills level.
2. TVET sectors are taking initiative for installing (managing) latest/modern equipment.
However, these initiatives are not adequate .
3. Bangladesh has introduced training programs for updating instructors’ (teachers) skills.
4. TVET sectors take initiatives for changing peoples’ negative attitude towards skilled
work. However, this step is not enough to change the entire situation.
5. Government policies have contributed in improving skills level of the country.
6. The government is not revising the curriculum (training activities) regularly.