Skills Development: Vocational Education
in the Islamic Countries
74
THEME 4: Contributionof NGOandother donor agencies towards improving TVET
Sectors
In BangladeshmanyNGO’s and donor agencies such as ILO, World Bank, ADB areworking
towards eradicating poverty through skill training.
“The main motto of any NGOs or donor agencies is to eradicate poverty. They targeted
developing or under-developing countries. They provide loan for them at a very low
interest. Main target is building capacity, and ultimately eradicate our poverty. …. The
major focus of every donor agencies is to develop skill and [to] eradicate poverty
through skill development. Already it isworking, as a proof you can see the STEP project.
Enrolment in technical education increases by our (STEP project) support and they are
taking part in raising the country's economy”. (P6)
NGOs: Many NGOs in Bangladesh are also working with objectives of eradicating poverty
by attracting poor people through providing necessary skill training. For instance, UCEP is
providing free skills to the poor people. In some cases, graduates fromNGOare performing
mush better than those in public TVET institutions. Administrators from government
TVET sectors stated:
“At this point I want to say their (CSEP) training is better than ours. They are committed
for quality training and skill development. For this reason, industry wants more students
from them rather than ours”. (P2)
Besides, some NGOs work for targeted people. They target a particular minority group
such as poor people or disadvantaged people and provide specific trainings for their socio-
economic development. The participant informed:
“NGOs are actually conducting “target oriented” programs/projects. They targeted a
group of people and identified what type of skills they need for their socio-economic
development. …The group is like indigenous people, poor people, disable, who do not
have the capacity to entre in technical education for skill training”. (P1)
THEME 5: The relationshipof TVETsectors and industry
In Bangladesh, there is a gap between skills level of TVET sectors and the requirement of
industry. There are a couple of reasons identified, which cause this gap between TVET
sectors and Industry. The reasons include:
1. Most of the institutions of TVET sectors do not havemodernmachinerieswhereas
industries havemodern set up due to increase in their production and to compete
in the global market.
2. Fewgaps have alsoemerged due toold curriculum, which in turn is unable tomeet
the current industrial demand.
3. Some subjects (trades) are changing rapidly such as computer technology and
therefore, TVET sectors face continual challenge tocope upwith this rapid change.
Thus, obvious gap exists between TVET sectors and Industry.
4. In TVET sectors, teachers in many cases do not have practical industrial
experience and therefore, they are not competent enough to link industrial
exposure to their teaching in TVET. Thus, a gap exists in TVET sectors and
industrial requirement of Bangladesh.