Survey of TVET ProvidersBangladesh

Ahmadullah MiaMd. Rezaul Karim

Organised byNational Skills Development Council Secretariat (NSDCS)

Funded byBangladesh Technical Education Board

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2015

Survey of TVET ProvidersBangladesh

Ahmadullah Mia, Ph.D1 Md. Rezaul Karim, Ph.D2

Organised byNational Skills Development Council Secretariat (NSDCS)

Funded byBangladesh Technical Education Board

Dhaka, Bangladesh2014 - 2015

1 Professor and Dean, Faculty of Social Sciences, University of Development Alternative (UODA), Dhanmondi, Dhaka.2 Professor of Social Work, Jagannath University, Dhaka.

National Skills Development Council Secretariat (NSDCS)1st floor, Telecom Training CentreTejgaon, Dhaka-1208.Please visit: www.nsdcbd.gov.bdContact: nsdcsecbd@yahoo.com

Published by:NSDC Secretariat with Support from Bangladesh Technical Education Board

First Published December-2015

ISBN:

Cover Design: Probir Saha

Photographs: Provided by Ahmadullah Mia

For further information about this bookNational Skills Development Council Secretariat (NSDCS)1st floor, Telecom Training CentreTejgaon, Dhaka-1208.Please visit: www.nsdcbd.gov.bdContact: nsdcsecbd@yahoo.com

Design & Print: Sparrow Communication278 Elephant Road, Katabon, Dhaka-1205Cell: 01711-142520e-mail:sparrow.com@gmail.com

Copyright© National Skills Development Council Secretariat (NSDCS)

All rights are reserved: Any part of this publication may be reproduced or translated in any form for professional purposes without prior permission, but acknowledgement will be appreciated.

Technical Training Providers Survey Team

A.B.M. Khorshed AlamChief Executive Officer (Additional Secretary)NSDC Secretariat

Jiban Kumar Chowdhury Convener (Former)

Convener (Current)

Ex. CEO (Joint-Secretary)NSDC-Secretariat

Abdur Rafique AdvisorNational Programme Coordinator ILO, Dhaka.

Ahmadullah Mia, PhD Research Team LeaderProfessor and Dean, Faculty of Social SciencesUniversity of Development Alternative (UODA)Dhanmondi, Dhaka

Quazi Afroz Jahanara MemberProfessor Deptt. of Science, Mathematics and Technology Education, IER, Dhaka University

Abdul Hoque Talukder, PhD MemberSecretary Bangladesh Technical Education BoardAgargaon, Dhaka.

Haripada Das, PhD MemberSenior Program OfficerILO, Dhaka.

Napal Chandra Karmaker Member- SecretaryDeputy Director (Associate Professor)NSDC-Secretariat, Dhaka.

Technical Support Team

Md Rezaul Karim, PhDProfessorJagannath University, Dhaka

Mohammad Mojibur RahmanAsst. ProfessorDeptt. Of Non- formal and Continuing EducationIER, University of Dhaka.

SM ShahjahanDeputy InspectorBangladesh Technical Education BoardAgargaon, Dhaka

Sayedur RahmanAttached Officer, ResearchDirectorate of Technical EducationAgargaon, Dhaka

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Foreword

I am very much happy to come to know that Skills Providers’ Survey conducted under the guidance of NSDC Secretariat with the financial assistance of Bangladesh Technical Education Board (BTEB) is going to be published. The objective of the survey was to prepare a picture of the existing situation of BTEB accredited formal TVET institutions ofthe whole country and make some suggestions to strengthen the TVET sub-sector of Bangladesh. A survey team led by Dr. Ahamadullah Mia (ex-professor of Dhaka University), Professor and Dean, Faculty of Social Sciences, University of Development Alternative (UODA), Dhanmondi, Dhaka worked hard in preparing the survey report and collecting data engaging principals of Technical Schools and Colleges (TSCs) and Technical Training Centers (TTCs) from 605 institutions throughout the country. Out of these 605 institutes 166 were of Public (27.4%) and 439 were of Private (72.6%). Institutions were selected by considering their strata according to their distribution by division (representing different regions of the country), management authority, programmes offered, and technology/trade offered. Data were collected on Short Courses, SSC (voc), HSC (Voc) and Diploma levels.Then data had been processed in computer to prepare the report. This report is an effort to field level investigation and analyzing the field data to look into the current scenario of existing TVET institutions.

It was found that Rajshahi division has the highest number of institutions and Sylhet has the lowest. With fewer numbers of institutions Sylhet and Chittagong offer higher average of technologies/ trades, and they have higher percentage of enrollment capacity.Although institutions under private management make the predominant share of the TVET provisions, they are marked with weaker performance compared to those under public and there are so many findings in this report.

Bangladesh has a large mass of hard working and resilient people with potentials to turn the country developed but the challenge for the country lies in converting this large population into a skilled human resource.

I do hope that this survey report will keep contribution in transforming the large workforce of our country into skilled manpower and ignite TVET people to reform this subsector which will make our ‘vision 2021’ come true.

With thanks-

A.B.M. Khorshed AlamChief Executive Officer (Additional Secretary)NSDC Secretariat1st floor, Telecom Training CentreTejgaon, Dhaka-1208.

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Acknowledgement

This study report has been an outcome of collaboration between two important national authorities, BTEB and NSDCS, in the TVET sector of the country. The idea for conducting such study was originally germinated at BTEB in the backdrop that empirical studies on the TVET system in Bangladesh, particularly the training provisions and the performance in terms of skills development with market relevance have not been in abundance although establishment of institutions in the public sector started for training as long back as in 1954. In the recent years the expansion of the industrial skill needs in the country and overseas and the urgency of productive employment of the large mass of youth and adults to support eradication of unemployment and poverty have spurred proper skills promotion. With the increased availability of external aids in support of human resource development through productive skills training for faster economic growth and poverty eradication both public and private sectors efforts have received a significant thrust in the country’s developmental scenario. In this regard implementation of the TVET Reform initiatives for skills promotion activities constitute a notable step. The Bangladesh Technical Education Board (BTEB) assumes a critical role to play in the process. Thus BTEB lays emphasis on looking into the present situation of skills training providers and the types of provisions in government as well as non-government sectors for proper planning of TVET set up. Hopefully the present study will be regarded as a good attempt fulfilling a significant part of the big need.

The study report puts on record contribution of many people from the stage of conceptualizing, planning and designing the study to conducting the field level investigation and analyzing the field data to prepare a picture of the current situation of TVET institutions in the whole country. Only a few names will be mentioned here because of limited space available here.

The Board earlier made a budgetary allocation for the study and Mr. A. Rafiq, a member in particular of the Board prepared the initial concept paper and the budget. Subsequently the paper and the study have been revised to make it implementable in the form of a survey of the TVET providers given the budget as per allocation of BTEB. The National Skills Development Council Secretariat (NSDCS) took interest in the study in consideration of its significance toward promoting skills development in the country and assumed the responsibility of implementing the study. A study/survey team was formed by the Executive Committee of NSDC to provide overall guidance to the Team Leader and oversee the process of implementation of the study to its last stage. A small Technical Support Team was of constant and very effective support to the team leader throughout the whole process.

Prof. Abul Kashem, the then Chairman, Bangladesh Technical Education Board (BTEB), and Mr. Md. Shajahan Mian, DG, Directorate of Technical Education (DTE) were the two key persons inspiring others involved in implementing the study. Mr. Jiban Kumar Chowdhury, the then CEO of NSDCS and Dr. Abdul Huq Talukder, Secretary of BTEB played a very crucial role throughout the implementation process.

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At the completion stage of the process, before finalization of the report, Mr.A.B.M. Khorshed Alam, Chief Executive Officer (Additional Secretary), NSDC Secretariat, Ministry of Labour and Employment took strain to devotedly go through the final draft and provided very useful suggestions for further improvements, especially with respect to presentation style of the report and organizing the Matrix at the end of the text. These suggestions were very reasonable, and as such incorporated in the report. Mr. S. M. Shahjahan, Deputy Inspector, BTEB very meticulously assisted the study team in the selection process of TVET institutions according to appropriate strata to get a well-representation of all the relevant TVET institutions in the country. Mr. Napal Chandra Karmaker, Deputy Director, NSDC Secretariat and Member- Secretary of the survey team diligently fulfilled his role making all necessary correspondence, verbal and/or written, with the concerned people and providing logistics for smooth progress of the study. Mr. Sayedur Rahman, Attached Officer, Research, Directorate of Technical Education very carefully read between the lines of the report and made useful suggestions taking care of many composition errors.

The Principals of Technical Schools and Colleges (TSCs), Technical Training Centres (TTCs) and Teachers involved in teaching/training technical subjects carried out the field investigation to gather data on the Institutions and their provisions in technical and vocational training. Their names are presented in Annexure VI. The study team is deeply grateful to them for their great contribution to the study. There have been some other staffs at BTEB and NSDCS who also gave some input at some stages of the study. We cannot undermine this contribution no matter how tangential may it has been. Finally, Data Management Aid (DMA), the organization which helped us processing and managing the quantitative data for preparing the report is duly acknowledged here.

We appreciate the role of everyone who made some contribution directly or indirectly, but we failed to specifically name here, which may be attributed to our own unintended limitations. We sincerely tried to be careful in all the presentations throughout the report. Responsibilities for errors or omissions which may still be there in the presentations are indeed shouldered by us.

Ahmadullah Mia On behalf of the Survey Team

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Acronyms

ADB Asian Development BankBANBEIS Bangladesh Bureau of Educational Information and StatisticsBMET Bureau of Manpower Employment and TrainingBTEB Bangladesh Technical Education BoardCAMPE Campaign for Popular EducationCBT Competency Based TrainingCIS Composite Index ScoreCSO Civil Society OrganizationsDTE Directorate of Technical EducationEC European Commission (EC)GDP Gross Domestic ProductGOB Government of BangladeshHSC voc Higher Secondary School Certificate (Vocational)ILO International Labour OrganisationIT Information TechnologyISC Industry Skills CouncilMDG Millennium Development GoalsMPO Monthly Pay OrderNCTB National Curriculum and Text BookNGO Non-government OrganisationNSAPR National Strategy for Accelerated Poverty ReductionNSDC National Skills Development CouncilNSDP National Skills Development PolicyNSDCS National Skills Development Council SecretariatNTVQF National Technical and Vocational Qualifications FrameworkPRSP Poverty Reduction Strategies ProgrammeSDC Swiss Development CooperationSSC voc Secondary School Certificate (Vocational)TSC Technical School and CollegesTTC Technical Training CentresTTTC Technical Teachers Training CollegeTVE Technical and Vocational EducationTVET Technical and Vocational Education & TrainingUCEP Under privileged Children’s Education Programme VTE Vocational Training and Education VET Vocational Education and TrainingVTI Vocational Training InstituteVTTI Vocational Teachers Training Institutions

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Table of Contents

PageForeword iAcknowledgements iiAcronyms ivTable of Contents iiList of Tables ivList of Figures viExecutive Summary x

cchhaapptteerr oonnee:: bbaacckkggrroouunnddDevelopment Challenges 1

cchhaapptteerr ttwwoo:: aa bbrriieeff rreevviieeww ooff ttvveett ssiittuuaattiioonn iinn bbaannggllaaddeesshhAccess to and equity in the TVET system 4Mismatch in the system and employers’ traditional attitude to formal training 4Quality and capacity deficiency of TVET 5TVET Reform Project 5Skills Training Project – An initiative to respond to the problem 6MDGs in Bangladesh and TVET: Strategic importance of TVET Reform 7Policy frameworks toward technical vocational skills development 8Some reflections on the skills training: Demand side 10

cchhaapptteerr tthhrreeee:: ssuurrvveeyy ooff ttvveett pprroovviiddeerrss –– tthhee pprreesseenntt eemmppiirriiccaall ssttuuddyyCoverage of the survey 11Methods adopted for the survey 12

Approach 12Consideration of division 12Management authority 13Level of certification (or type) of course programme 13Technology/trades considered 13Sampling 14Instrument for data collection 15Field data collection 15Data processing and analysis 15

cchhaapptteerr ffoouurr:: ffiinnddiinnggss ooff tthhee ssuurrvveeyyThe institutions (TVET Providers) 16

Description and analysis of the basic features of institutions 16Institutions by geographic location (division) 16The period of existence of institutions engaged in formal technical 17

skill training by division

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Distribution of institutions by management authority 18Number of programmes (certification level) offered by institutions 18Programmes according to level of certification (under BTEB) 18

by management authority Programmes (treated as ‘courses’ by BTEB authority) offered at 20

institutions by divisionTechnologies/trades offered in the institutions 22

Technologies offered at institutions examined in relation to level of 23certification (programme) by division

Type of management authority and coverage of institutions 24with technologies/trades

State of enrollment in institutions 25State of enrollment by programme 27Enrollment capacity and actual enrollment in 2012 by type of 29

programme and management authorityTeachers/Instructors 30

Complexity at getting measures of variations by division and 30technology/trade

Type of management authority making difference with respect to 31teacher availability

Employment condition of teachers and gender 32Teachers with/without pedagogy training 34Teachers with/without having skills training 35

Availability of equipment for training of jobs (specific skills) and 37variabilityWhether equipment available according to programme by 40

management authorityUse status of equipment currently available at the institutions 42

Variability in the situations of equipment not used 43Grounds (reported) for not using the equipment available 44

cchhaapptteerr ffiivvee:: aannaallyyssiiss ooff oovveerraallll ssttrreennggtthh ooff ttvveett

pprroovviiddeerrss:: uussee ooff ccoommppoossiittee iinnddeexx mmeeaassuurreess

The rationale and procedure of preparing composite index score 48Strength of TVET providers and the differentials 49

Strength of institutions varying by division 49Strength of institutions varying by management authority 50Strength of institutions varying by courses offered for certification 51Strength of institution varying in accordance with programme/ 52

course offered at the institutions Summary of discussion on the Composite Index Scores 53Concluding points from the above

Matrix of Key findings and recommended action measures, 55further studies and general recommendations

Reference 58

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List of TablesTable 3.1: Sampling PlanTable 3.2: Institutions by divisionTable 3.3: Institutions by management authorityTable 3.4: Institutions by level of certificationTable 3.5: Institutions by programme (course)Table 4.1: Institutions (%) according to number of certification level (programme type

offered by divisionTable 4.2: Programmes (%) according to certification level by management authorityTable 4.3: Distribution (%) of programmes (courses) offered at the institutions by division Table 4.4: Institutions (%) offering programmes (courses) by management authority Table 4.5: Institutions (%) by division according to number of technologies/trades offered Table 4.6: Percent technologies/trades offered at institutions by level of certification

(programme) and by divisionTable 4.7: Percent institutions by number of technologies/trades they offer and management

authority Table 4.8: Enrollment capacity and actual enrollment in 2012 by division Table 4.9: Enrollment capacity and actual enrollment in the year 2012 by type of

management authorityTable 4.10: Average enrollment capacity and actual enrollment by type of programme

(2012)Table 4.11: Enrollment capacity and actual enrollment in 2012 by certification level of

programme indicating skills hierarchy Table 4.12: Percent capacity filled in by type of programme and management authorityTable 4.13: Averages of: technology/trade per institution, teacher per institution and

technology/trade by divisionTable 4.14: Average number of teachers per technology/trade according to management

authority by divisionTable 4.15: Percent female teachers/instructors in institutions by nature of employment and

divisionTable 4.16: Percent female teachers by nature of employment and by management authorityTable 4.17: Percent teachers having pedagogy training according to management authority by

division and management authorities Table 4.18: Percent teachers having skill training by management authority and by division Table 4.19: Percent jobs have equipment available for training by division Table 4.20: Percent of jobs having equipment available for training in institution by

management authority Table 4.21: Percent jobs have equipment available for training by Certification level Table 4.22: Percent jobs have equipment available for training according to programme

(certification level) by management authority

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Table 4.23: Percent jobs have necessary equipment available for training in engineering and other programmes/courses

Table 4.24: Percent jobs have necessary training equipment available according to programme/course by division

Table 4.25: Percent jobs using/not using the available equipment by division Table 4.26: Percent jobs not using the available equipment according to management

authority Table 4.27: Percent jobs not using the available training equipment by specific programmeTable 4.28: Grounds stated for non-use of the available equipment by division – in % of job

training situationsTable 4.29: Grounds (reported) for non-use of the available equipment by management

authority type of TVET InstitutionsTable 5.1: Composite Index Score indicating overall strength of TVET institutions by

DivisionTable 5.1A: Composite index score and percentile point indicating strength of TVET

institutions by divisionTable 5.2: Index score to indicate overall strength of TVET institutions by management

authority typeTable 5.2A: Composite index score and percentile point for overall strength of TVET

institutions by management authority Table 5.3: Composite index score indicating strength of TVET institutions by level of

certification of BTEBTable 5.3A: Composite index score and percentile point for overall strength of TVET

institutions by level of certificationTable 5.4: Composite index score indicating strength according to programme/courseTable 5.4A: Composite index score and percentile point for overall strength of TVET

institutions by training programme/course

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List of Figures

Figure 4.1: Institutions (%) by division Figure 4.2: Institutions (%) by management authorityFigure 4.3: Institutions (%) offering programme by certification levelFigure 4.4: Average no. of trades/technologies per institution by divisionFigure 4.5: Average number of trades/technologies by management authorityFigure 4.6: Percent of capacity filled in by divisionFigure4.7: Percent of capacity enrolled in by management authorityFigure 4.8: Percent of capacity enrolled in programmes of different certification levelsFigure 4.9: Percent of capacity utilised in institutions under different management authoritiesFigure 4.10: Percent of female teacher in the TVET institutionsFigure 4.11: Percent of teachers having pedagogy training in the institutions under different

management authorities Figure 4.12: Percent teachers having skill training in the institutions under different

management authorities Figure 4.13: Percent jobs have facilities available for training by division Figure 4.14: Percent of jobs having equipment available for training by management

authority

Annexes 60

Annex I: Study Methods, Key Findings, Detailed Discussion and 60Recommendations

Annex II: Table A-1: Institutions (%) by type of technology/trade by 74programme/ course and Division

Annex III: Sample Instrument of primary data collection 79

Annex IV: Review of relevant literature with reference to TVET 86

Annex V: Other policies likely to have bearings on skills development 89

Annex VI: List of participants engaged in collecting TVET data from institutions 93

x

Executive Summary

Introduction and method of study

Acceleration of the pace of economic development and improvement of the living condition of the poor in Bangladesh emphasises the need for skilled manpower in large numbers through increased access to skills training, having higher participation of poor in such training for gainful employment. But the current system of skills training is noted to have been suffering several weaknesses. In this context, NSDC- Secretariat, BTEB and DTE are to assume critical role promoting skills training in cooperation with other relevant organizations. With funding from BTEB, NSDC has undertaken the present survey on institutions engaged in preparing skilled manpower through formal training. The objective has been to gather some basic data useful to planning for improvement of skills training. The survey has covered institutions under public, private and NGO management authorities spread over all regions of the country defined in terms of six administrative divisions.

Selection of institutions for collection and analysis of data has been done stratifying the institutions by division and then following the principle of purposive sampling so as to allow more or less representative character of institutional categories. Data were collected by using structured questionnaires administered with the support of the Principals of TTCs and TSCs. Data (responses to questionnaire) were available from 539 institutions.

Approach adopted for analysing data to reveal the main features of institutions has been a descriptive one, and has taken into account a number of relevant aspects of training while reflecting the major dimensions of variation by division (region) and management authority for the institutions. The features have been described by type of programme (in another sense, level of certification by BTEB), technology/trade of skill training, state of enrollment of learners, staffing for delivery of training, availability and utilization of training equipment.

Key findings

Notable variation exists between the divisions with respect to number of institutions, the highest proportion being in Rajshahi and the lowest in Sylhet. A big variation is noted also with respect to distribution by type of management authority of institutions; those under private management comprise the overwhelming share and the ones under NGO management have the least share in delivery of training.

With lesser numbers of institutions, Sylhet and Chittagong regions offer higher average of technologies/trades, and they have higher percentage of enrollment capacity (for learners) filled in. The highest proportion of TVET learners is found at SSC voc programme; this reflects in a way higher demand for SSC voc among the young population within the general education system in the country.

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Although institutions under private management make the predominant share of the TVET provisions, they are marked with weaker performance compared to those under public or NGO management. More frequent are institutions under private management having instructional staff with insufficient competency to impart skills training to learners.

Among the technologies offered and accredited by BTEB for certification the more popular ones are the following shown by type of programme:

Programme/ Level of certification

General area/ field of technology

Specific technology (popular)

Diploma Engineering ‘civil’, ‘computer’, ‘electrical’ and ‘electronics’

Textile ‘textile’

Health technology ‘laboratory’, ‘patient care’ and ‘dental’

HSC voc - ‘electrical works & maintenance’, ‘computer operation’ and ‘agro -machinery’

SSC voc - ‘general electrical works’ and ‘dress making’;

Certificate course (short duration)

- ‘computer office application’, and ‘database programming’

Of the total enrollment capacity in all the institutions about one fifth remains not filled in; institutions under private management are weaker in this respect (management). Institutions offering HSC voc have their capacity filled in to the highest extent (90%); institutions of this category are followed by those offering SSC voc, Diploma and Basic trade in that order.

Teacher-student ratio is not to be considered cost-efficient as the number of learners per teacher is 4.4.

Majority of instructional staff are likely to remain insufficiently competent to impart training; because they are not trained.

Female participation in TVET presents a depressing picture, as the proportions of female teachers as well as learners are low.

Equipment necessary for training of skills specific to given jobs in the existing training curriculum are not available at about one third of institutions; on top of that five percent of institutions do not make use of the available equipment. The grounds reported for non-utilisation of equipment are: ‘instructors not available’, ‘instruments out of order’, ‘operation expensive’ and ‘management careless’, etc.

Discussion and recommendations

Existence of fewer training institutions in some divisions means lesser availability of training facility and consequently shorter supply of skilled manpower from these divisions (and as such the total supply from the country). With fewer institutions these divisions have got

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higher concentration of training participants; that is, enrollment capacity at the institutions filled in happens to be at a higher percentage. More technologies available in such situation could allow more diversity in training opportunity; nevertheless increased number training institutions will contribute to enhancing access to training opportunity which is important for the country to increase the supply of trained persons.

New institutions and introduction of new technical-vocational course programmes (diversification of technologies) be established in areas where scarcity of institution or programme is known; the authorities concerned are required to ensure that TVET facilities are made more demand responsive.

Coordinated planning could get domestic and foreign donor supports available toward eliminating the present shortage of institutional facilities and expanding TVET provisions in specific geographic locations where such provisions are inadequate; and technologies/trades that are in higher demand in domestic and overseas market should be covered having quality skills training facilities.

It would be worthwhile to consider expansion of SSC voc and HSC voc in cooperation with the Education Boards to get more learners prepared with basic orientation and motivation to build occupational career with TVET and go along with the global trend.

Institutions under NGO management are least frequent in formal TVET whereas their presence in developmental activities is known to be remarkable addressing especially the disadvantaged population groups through non-formal education and skills training of short duration while their major focus is on income generating activities; and they are generally performing well. National and local level NGOs are therefore required to be encouraged to engage in formal TVET to provide quality skills training across the divisions, but more in the areas where public or privately managed institutions are scanty.

Performance of TVET institutions under private management, on the other hand, is found to be the weakest. Ensuring quality training for human resource development, therefore, through the private sector is an urgent need of the country, as they make the overwhelming share (96%) of the TVET provisions in terms of number of institutions. The demand for skilled manpower has been sharply rising, and the competitive state of economy of Bangladesh confronting the challenges of globalization has profoundly enhanced the importance of having quality manpower and turning out quality products. The importance of quality performance of the private sector and its expanded role in TVET can hardly be overemphasized. The demand is further compounded by the large numbers of job seekers entering the labour market every year.

The current trend of Public-Private Partnership (PPP) in the development process of the country has opened a new dimension for strengthening the role of private sector engaged in TVET promotion as in many other areas. This situation calls for capacity building efforts for the private institutions which will engross among others management improvement for

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boosting up the performance of TVET institutions and getting in place competent instructional staffs and skills training equipment (laboratory facilities) available.

SSC voc programme enjoys a higher level of demand for it. Popularity of the programmemay be explained at least partly by the fact that it is conducted under the regular SSC programme and within the secondary high school curriculum. The usefulness of thisprogramme for employment or the people’s perception of it is a research issue.

Accredited by BTEB, some of the technologies/trades (such as those of engineering at diploma programme) which are found more popular than others should be specially noted; the varying demand for technologies/trades deserves to be taken into consideration at the time of enrollment of learners and/or opening of programmes and new institutions.

The higher proportion of existing capacity of the institutions filled in at HSC voc programmeis possibly because at present fewer institutions are offering HSC voc whereas the population of graduates of SSC programme is enormous making the demand for entry at HSC voc is soaring. Institutions offering HSC voc courses currently exist only under public management that systemically limits the opportunity for vocational training with this programme. Skill training thus lacks a balance in the TVET set up in the country, which is likely to have some negative implications at least in terms of volume of trained manpower supply for the employment market or getting people with higher level skills qualifications. More institutions should be encouraged to offer HSC voc; private institutions may be encouraged to introduce this programme, of course with sufficient provisions for quality training.

Two issues are to be noted in this regard: i) a large proportion of learners have their terminal education/training (formal) after HSC and as such they could find a better situation in the world of employment with HSC voc certification; and ii) learners who graduate with HSC voc make only a small number and continue to remain a tiny population to obtain opportunity for transition to higher level of skill learning. This situation of TVET keeps on continuing as a weakness in the supply side of skilled person.

The extent of enrollment capacity remaining unutilised particularly at the private institutions is to be treated as a matter of concern. Opening of new institutions under private initiative should not be with any political motive in any locality; nor should there be any approval accorded by the concerned authority for opening technology without proper assessment of itssuitability in a given locality.

Currently the teacher-student ratio specific to the nature of technology lacks any standard to follow which amounts to having no provision for proper monitoring of skill standard achieved by learners of an institution or in a particular technology. That any idea of standard requirement is missing in the current staffing of TVET structure is a basic weakness built into skill training arrangement and is responsible for insufficient skill acquisition by learners. This could further complicate the presently existing lower esteem of manual vocational work in society.

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Most of the teachers are found to have got no training in pedagogy or skills training to impart quality skills training to learners; this can be taken to account in a large way for learners’ insufficient competency to meet employers’ requirements in job setting. In addition to having sufficient competency for imparting skills to learners, teachers are required to be able to appraise the market situation for designing appropriate skill training and facilitation of employment of the graduates. Teachers should be capable of establishing liaison with employment agencies for the latter’s cooperation with skill training institutions.

Government has to assume in a bigger way the responsibility to support training of teachers -in the private institutions parallel to those in the public sector; fund provision is to be in place for training of teachers.

Low proportion of female teachers and learners in TVET is compounded by limited existence of pro-female trades. The traditional cultural context is discouraging for learners and their parents to take proper cognizance of the value of TVET. Despite a change noted in a few sectors such as garments and tailoring, and electronics, with rapid growth of industries in these sectors, the traditional image of technical work mostly involving manual labour is not generally very positive, except among the poorer groups. Mechanised tailoring and dress making, modernized food processing and other innovative industries appropriate for specific regions and good work environment at work setting could attract more female to TVET. The spread of mechanised modern tailoring is likely to attract more girls for dress making jobs in the backward regions of the country. Non-traditional trades like repairing and maintenance of motor bikes, auto driving and maintenance of home appliance, etc., should be able to attract more females.

Absence of equipment/tools necessary to ensure proper skills training at a big proportion of the institutions puts a negative note for the skills level that the graduates practically acquire. Added to this is non-utilisation of available equipment in some institutions making the problem worse for skill learning of trainees. It is understood (from review of relevant literature) that employers’ dissatisfaction at the skills of the graduates of training institutions in relation to the job requirements and as such their (employers’) inclination to have workers trained on job at their work place cannot be overcome until the current level of weaknesses are sufficiently eliminated/corrected. Therefore, significant enhancement of quality of training and to that end fulfillment of all necessary conditions by training institutions is of overriding importance. This is a serious message for the training institutions of all categories and especially for those under private sector. BTEB must act in all fronts within their jurisdictions with competent staff responsible for standard setting, inspection, monitoring and assessment to ensure quality in harmony with the needs of the employment market. The process will have to be kept dynamic to match the changes in the market supported by periodical market research. TVET programme implementing agencies as well shall have to be vigilant over management aspects of operation of the training institutions to take proper measures on time.

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Some further investigations recommended

1. The merit of the style and standard of learning skills gained through SSC and HSC voc training, not clearly known at present, be systematically assessed by applying proper method for judging skills quality; also physical settings of the secondary schools be assessed; teachers/trainers be trained adequately to impart skills training and to assess the learners’ skills acquisition by using creative questioning method.

2. The traditional social-cultural barriers and non-traditional barriers upon female participation in TVET and strategies for overcoming such barriers have to be identified.

3. The management aspects with special focus on financing system, laboratory facilities for skills training and the main motto of the founders of the privately managed institutions be subject to in-depth investigation and brought under surveillance of BTEB/DTE to ensure conditions necessary for improving the performance of institutions, and to guard against any non-rational interest in establishing and operating institutions particularly of the private management authorities.

4. Technologies/trades varying in popularity possibly indicating their varying demand need to be examined and explained in relation to job market opportunities and the skills quality required in the respective technologies. Specific research questions in this regard are:

• What is the condition of demand or employability of such technologies/trades in the market including opportunities for self employment?

• What are the skills levels of such technologies/trades? • What are the opportunities for horizontal and vertical mobility of the skilled persons

in such technologies/trades? and • What is/are the income level(s) of the graduates employed?

5. Skills standard achieved at the completion of SSC voc and/or HSC voc and market relevance of these programmes be thoroughly studied for their improvement and expansion.

6. The overall phenomenon of utilization and non-utilisation of the available training equipments, the factors explaining the phenomenon, and the status of maintenance and management of the equipment, etc., may be examined by adopting direct observation method.

7. Industries and their associations, employers, associations, workshops and other organizations which are potential employment giving agencies and can offer internships to TVET learners should be studied to explore their interest to share cost of training and/or lending out resource to training institutions and trainees or graduates for entrepreneurial work.

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Development Challenges

The development strategy of Bangladesh is concerned with having rapid economic growth to significantly reduce poverty that conforms to one of the MDGs. But the pace of growth is sharply thwarted by the lack of technical and technological modernization and social transformation. To be sure, achievement of the objectives of higher economic growth and poverty alleviation hinges upon an acceleration of GDP growth with a pro-poor bias having the poor participate more in the development process such that they will get the most benefit out of it in terms of employment and increased earning. Generation of more employment through technology based and higher growth oriented industries and service sectors are strategically important for poverty reduction. The creation of employment opportunities,especially employment with higher levels of productivity and returns thus become the thrust of development. The most critical concern in this regard, however, is that the quality of labour in the country is poor as they are unskilled, while the country’s industrial sub-sectors tend to use advanced technology requiring skilled workers. The low skill and low earning workforce is attitudinally a deterrent to social transformation affecting acceleration of poverty reduction and modernization of the society in the broader sense.

Frequently it is argued that the large mass of hard working and resilient people of Bangladesh have potentials to turn into a great force to drive the country to a higher stage of development;but the challenge lies in converting this large population into a skilled human resource. Half of the labor force is working in low skill agricultural activities, and around eighty percent of the workforce employed in the informal sector continues with unproductive, uncertain and unregulated underemployment. The economy indeed needs to diversify and expand. In order to reap the benefits of the demographic dividend that the country has experienced in the past couple of decades, productivity of the labor force must be stepped up which can be possiblethrough due emphasis laid on soft skills acquisition by workers and development of market responsive TVET system.1

A half of the people of the country are illiterate and live below the poverty line; the difficulty for economic growth is thus obvious. Yet, to be sure, the country has no alternative path to economic development and poverty alleviation but to having the population properly skilledand utilized. It aspires to achieve the status of a middle income country within the next decade. The planning for development of the country is a commitment to accelerating the pace of poverty reduction. More employment generation through higher growth of industry and service sectors becomes strategically important for poverty reduction. The proper way to effectively respond to the need is strengthening of the technical vocational education and training (TVET) system in the country. Skills training fitted to the emerging skill demands can make the path smooth toward reaching the goal of growth and poverty reduction. In the

1ADB, Bangladesh, 2011. Skills for Employment – Concept Paper

CHAPTER 1

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process, it would facilitate diversification of production and export composition of the economy.

Bangladesh is currently competitive in the global market producing and exporting only some “low-value, low-priced items”. The skills profile of the labour force is rather inadequate to face the skills competitiveness in an increasingly competitive market. The existing training programmes have little scope for flexibility in the courses offered; and continuous revision of curriculum is less than what is desired. Rigidity is responsible for the mismatch between the skill generation and its utilisation. The provisions of training facilities are not demand driven and hence there is little scope for recovery of cost. Only a small proportion of the civilian labour force, mainly males, possesses technical skills, and a negligible percentage of females possess vocational and technical education.

As provider of training for human resource development, the TVET system has to addresssocial development needs in addition to advancing economic growth. But the capacity of the existing system is minimal to cope with the needs of the changing labor market needs as such. It lacks adequate linkage with the labor market and falls short of having relevance to employment situations in domestic and overseas markets. Employers are looking for more people semi-skilled and skilled requirements. A World Bank Review (2007) following some other studies and reviews that identified several problems are still worth taking note of:

• The TVET system is disconnected from the job market; not supported by a policy and a consistent regulatory framework;

• The system is highly centralized; training centres not allowed to take planning and programming decisions; have little autonomy, suffer from system rigidity and are not flexible enough to revise courses according to changing local needs;

• The system is organized in a traditional school-based way with a rigid and outdated approach to curricula and vocational standards, and long course duration has no quality assurance mechanism;

• Teachers’ qualifications are not in line with system needs, and there is noproper teacher training after the acquisition of an initial qualification;

• The system does not serve the underprivileged (rural poor, child labourers, women, informal workers, and so on) due to its rigidity and barriers to entry; and

• Informal apprenticeships are not regulated and no formal certification is awarded to apprentices; the system for recognition of existing skills and informal learning is not maintained properly functional to allow upward mobility of labour that results in a serious wastage of skills within the whole economy.

Therefore, skills training programmes have to address manifold issues such as enhancement of access and relevance, good quality of training delivery with competent trainers and administrators, sufficient institutional capacity for good quality of TVET delivery and management. Training programmes have to aim at empowering women through skills training, getting women prepared for pursuing non-traditional occupation, promotion of

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entrepreneurship among the trained graduates and arrangement of credit for those who want to start their own businesses, provision of managerial training to women workers for their promotion in business, and also upgrading of skills of the underemployed as well as employed for their increased labor productivity to receive higher salaries. Increase at both the internal and external efficiency of TVET system is necessary together with more preference given to under privileged people, and employment rate of TVET graduates increased by: (i) establishing partnerships with industries, (ii) developing and updating curricula frequently to meet the changing labor market demands, and (iii) providing job placement services to learners.

The next chapter (Chapter Two) gives a succinct presentation of some critical deficiencies of the prevailing TVET system in the country, and highlights the system reform issue and the emerging policy perspectives, as an extended prelude to the present empirical study – a survey of TVET providers.

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aa bbrriieeff rreevviieeww ooff ttvveett ssiittuuaattiioonn iinn bbaannggllaaddeesshh

The existing TVET system in Bangladesh is constrained in several areas to effectively address the problems of low productivity of workers and low wages for them, employers’ lack of interest in recruiting graduates of the existing TVET institutions, and absence of proper linkage of TVET institutions with the employment market, etc. Given below is brief review of some major weaknesses with which the TVET system has to grapple with in order to have the supply of skilled manpower match the demand.

Access to and equity in the TVET system

The prevailing formal TVET system (other than the non-formal short courses of less than 360 hours) requires completion of class VIII in secondary education at the entry level and thus excludes those who do not fulfill this minimum educational requirement. The excluded group, mostly rural poor youth of younger, makes a large potential group of target beneficiaries. Of the secondary school participants, only 3.3 percent have transition to technical and vocational education.2 The rural population has less opportunity to pursue TVET as most of the training facilities are concentrated in and around urban areas. The trades are male-oriented and most of them are of traditional character. Female enrollment is 17 percent, mostly in private institutions.3Access of large proportions of potential target groups is thus limited systemically which is one major issue to deal with having improved the access of the deprived population groups to TVET provisions.

Mismatch in the system and employers’ traditional attitude to formal training

The mismatch between the outputs of the TVET system and the needs of the employment sectors is in at least three dimensions: (i) the trades or technologies being offered through programmes not corresponding to the world of employment; (ii) the competencies acquired in relation to the requirements of industries or self-employment opportunities not being sufficient; and (iii) the lack of practical experience of the learners for acquisition of skills. The underlying factors of the state of mismatch are that practical component of the curriculum is not effectively taught; majority of TVET teachers lack pedagogical training and practical skills, and have no industrial experience. In addition, TVET institutions suffer from poorly equipped workshops, lack of teaching and training materials, and inadequate classrooms and workshops. It is more so in the private sector TVET institutions.

These factors at TVET institutional level largely explains the lack of interest of employers particularly in industries to readily employ workers trained in institutions. Moreover there are still many employers in the country who make the first generation entrepreneurs having a

2 TVET system has so far been not sufficiently emphasized in national budgetary allocation – this sub-sector has only 2.6 percent of the education budget.

3 Skills Development Project (2008), Directorate of Technical Education, Ministry of Education, Government of the People’s Republic of Bangladesh

CHAPTER 2

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traditional mindset, and they fail to appreciate the possible value addition that the institutional training processes can make to the productivity; on the other hand, they tend to believe that untrained workers would cost less and as such low production cost would give them higher margin of profit; and the workers recruited by them and trained in their workplaces would remain very loyal to them.

Negative attitude of employers toward institutional training of worker is compounded by the absence of or poor skill learning of formal TVET graduates which is attributed to the lack of systemic linkage between the TVET system and the labour market demand side. Employers have so far minimal or no input in setting competency standards as well as in determining the contents of the curriculum, developing the testing and certification system, and managing training institutions. Identification of training courses is not based on regular and systematic assessment of labor market needs, which is further explained by absence of involvement of proper expertise in these activities.

It is noted that BTEB’s investment in research and development is virtually nil or insignificant. BTEB can take the role of ensuring, while determining standards, input from the employers in identifying contents of the curriculum, developing the testing and certification system.[During consultation workshops and interviews in the process of preparing other reports, industry leaders expressed willingness to cooperate with the authorities in the TVET system].

Quality and capacity deficiency of TVET

Lack of trained teachers is a big constraint to efficiency and effectiveness of TVET delivery. A majority of the TVET teachers has inadequate pedagogical training particularly to deliver competency based training effectively. Also, they lack practical skills and little (or no)required industrial experience. Inadequate is the training capacity for TVET teachers in government and non-government organaisations. There are only two public TVET teachers’ training institutions in the country, i.e., one Technical Teachers Training College (TTTC) in Dhaka for diploma programme and one Vocational Teachers Training Institute (VTTI) in Bogra for diploma and certificate programmes.

The majority of private TVET institutions suffer from poorly equipped workshops and laboratories, lack of teaching and training materials, inadequate classrooms and libraries. Consequently, the practical component of the curriculum is not effectively taught. Poorly equipped workshops and laboratories account for lower quality of the participants’ skill learning. Despite having a large potential of Bangladesh to supply skilled workers for both domestic and overseas labor markets the TVET system has been working at a lower turnoutof trained persons with quality.

TVET Reform Project

In recognition of the above problems, a five-year TVET reform project (2007-2012) has been developed and funded by the European Commission (implemented by the International Labour

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Organisation [ILO]). The project is essentially a comprehensive step to accomplish the recommendation of an earlier study done by the World Bank to get a major reform at the TVET system through “large-scale intervention in the way it [TVET] is organised, operates and responds to the demands of large industry, informal economy, communities, and private individuals”.4

The reform project underlines the premise that an improved TVET system would enable the poor to improve their life situation and participate more effectively in the economic and social development of the country. The transparency of the competence-based approach would also benefit Bangladeshi migrant workers who could secure better jobs overseas and better positions to send home higher remittances. Thus a comprehensive move is in place to strengthen the TVET system in line with changes in employment patterns, use of new technologies and the need to upgrade the qualifications of the population.

The national development strategy clearly stresses the expansion of TVET opportunities at post-primary level, focusing on improvement of employability and income-level of adolescents, youth and adults (both males and females), child labourers, those with low level of literacy and those in rural areas. Under-privileged youth and adults constitute the major part of the workforce in export-oriented industries such as garments, light engineering, electronics, construction, services and transport where they frequently under-perform or remain underemployed because they lack the required skills. The challenges of globalisation inevitably stress the need for investment in skills development and enhancement of labour productivity and to respond effectively to fast changing skills requirements at home and abroad. Same way it is important for enhancement and sustaining the competitiveness of productivity in the economy. Skills training would facilitate diversification of the production and export composition of the economy. Thus the reform initiative keeps in view national development objective in several interrelated fronts.

Skills Training Project – An initiative to respond to the problem

To overcome the existing drawbacks of TVET, a project for skills training has been undertaken with the support of external funding. The project (financed by ADB and co-financed by SDC) has the objective to reinforce the efforts toward poverty reduction and economic growth promotion by increasing wage and self-employment of graduates of skills training programmes. The project has four targets to accomplish:

(i) enhanced relevance of and access to technical and vocational education and training (TVET) programmes;

(ii) improved capacity for good quality TVET;(iii) effective delivery of relevant skills training; and (iv) efficient project management

The project has a special thrust on empowering women through skills training, among others.

4 Ahmadullah Mia, Qualifications Frameworks: Implementation and Impact, Background Case Study on Bangladesh, ILO, 2010

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It is to provide employable skills training so that graduates can be employed in domestic and overseas job markets. The project also seeks to provide entrepreneurship training and arrange credit for operation to those who want to start their own businesses. It is also to upgrade skills of the underemployed as well as employed so that they can receive higher salaries for their increased labor productivity. It will provide managerial training to women workers for their promotion in industries sector.

It seeks to increase both the internal and external efficiency of TVET system. Training capacity is to be expanded and utilization of capacity enhanced. The project is to promote gender balance and give more preference to under privileged people. The outcomes of quality training is to be increased by introducing market responsive, competency based training programmes, employing competent administrators and qualified teachers and upgrading training equipment.

To increase external efficiency, the employment rate of TVET graduates will be increased by:

(i) establishing partnerships with industries;(ii) developing and updating curricula frequently to meet the labor market demands;

and (iii) Providing job placement services to learners.

One of the largest foreign exchange earning components in the country is the Bangladeshi overseas workers’ wages via remittances. As their current wage levels are low, upgraded training programmes will be provided to them, utilizing two funds: the Competitive Programme Development Fund and the Market Responsive Training Fund. With this intervention, at least 10 percent increase in the remittances of the training beneficiaries is expected at the end of the project period. This should add to the efforts for poverty reduction.

MDGs in Bangladesh and TVET : Strategic importance of TVET Reform

National development planning in Bangladesh makes oblique reference to MDGs. Despite progress with respect to a few indicators in primary education and health sectors, challenges with respect to some other indicators are persistent. The major goal at the economic front, achieving full and productive employment for all, including women and young people, which are instrumental to poverty eradication, remains far behind the target. Progress at povertyreduction efforts has been marred by widening in the society. What is thus needed is to give emphasis on employment, higher productivity, more women’s participation in productive engagements and their empowerment, and education.

The employment situation shows that most people are engaged in the informal sector that has generally a low wage level. Technical training which can contribute to the improvement of the workers employment conditions with higher wage levels is accessed by a small

The MDG Progress Report 2011 (UNDP) states it is highly unlikely that Bangladesh will be able to ensure employment for all by 2015.Shuvranath, Bangladesh could miss crucial MDG targets, The New Age, June 24, 2009

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proportion of people. Although the training capacity in the VET system has doubled since 1998 it has been less than two percent of total enrollments at the secondary level.

The National Strategy for Accelerated Poverty Reduction (NSAPR) duly considered for implementation of the ambitious reform plan that covers: improving the responsiveness of the system to job market needs; improving the quality and efficiency of the training system; encouraging public- private -NGO collaboration in the management of the system; and enhancing the flexibility of the system in terms of duration, time-table and curriculum.

Policy frameworks toward technical vocational skills development

Bangladesh has had by now good policy frameworks to create a wider field of TVET for opening more employment opportunities while ensuring that the current labor forces as well as the new entrants have education and training to turn into more productive. The major policy directed to promoting skills development activities is the National Skills Development Policy – 2011.

Adoption of the National Skills Development Policy (NSDP) of Bangladesh is a landmark in the advancement of TVET programmes in the country in their dynamism to perform satisfactorily given the conditions of national and global economies. A high-level National Skills Development Council (NSDC) has been instituted to promote skills development facilities. The policy is a comprehensive instrument that will “guide skill development strategies and facilitate improved coordination of all elements of skills training and parties involved”. It will address the need to ensure provision of demand-driven, flexible and responsive and competency based training; quality skills training and nationally recognized qualifications; competent instructors and managers; accurate market data collection and their use for skills promotion, and marketability of the graduates. The other areas that the policy will pay attention to include strengthening of apprenticeships, recognition of prior learning, increased access for under-privileged groups, private training, industry-based training, and improved capacity of BTEB for assessing quality of training and certifying skills qualification levelswhich will be recognized nationally and internationally for employment in industry as well as various service sectors. Care will be given to the need for increased TVET financing, and special skills development facilities tuned to overseas employment.

The policy is a significant outcome of TVET Reform Project7 jointly funded by the Government of Bangladesh, (GOB), the European Commission (EC) implemented by theInternational Labour Organisation. The thrust of the policy is to contribute to the “implementation of other national economic, employment, and social policies so that

7 The TVET Reform project is a large, integrated project which addresses a number of macro-issues such as TVET legislation and policy, TVET qualifications and quality assurance, and decentralization as well as more focused issues such as TVET instructors’ and principals’ training, community based training, services for disadvantaged groups and informal apprenticeship. The project also covered how to get the involvement of private sector because, in order for technical education and training to be effective, there has to be significant industry input, not only in the design of technical programmes but also in their delivery, through say, work place attachments and more formal arrangements such as apprenticeship.

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Bangladesh can achieve its goal of attaining middle income status in 2021”.8

The specific objectives of the policy have been to:

a. Provide a clear statement of the reform agenda and strategy for skills development in Bangladesh;

b. Improve the quality and relevance of skills development in Bangladesh;

c. Establish more flexible and responsive delivery mechanism that better service the of labour markets, individuals and the community at large;

d. Improve access to skills development for various groups of citizens including women and people with disabilities, encourage participation in skills development by industry organisations, employers and workers and improve skills acquisition in communities; and

e. Enable more effective planning, coordination and monitoring of skill developmentactivities by different ministries, donors, industry, and public and private authorities.

It is to be especially noted that the policy keeps in view a massive pool of population groups (the “Key Target Groups”) to promote their “access to education, training and lifelong learningneeds”.9The National Skill Development Council (NSDC), set up by GoB in 2011 will support the Bangladesh Technical Education Board strengthening a quality assurance mechanism. With the Prime Minister as the Chair, the Council is the apex body for policy formulation and guiding actions on skill development with representation from the government, employers, workers and civil society. The strategies that the council will follow in order to improve technical and vocational education are:

• Re-thinking the role of public sector skill training in developing a strategy to expand and modernize VTE to meet market demands and extend greater benefits to the poor;

• Ensuring equal opportunity for male and female in vocational education;

• Improving the link between training and job markets;

• Improving the positive effect on poverty reduction by targeting new clientele; and

• Improving efficiency and quality of programmes.

The institution of the high level policy body demonstrates the importance that the government assigns to skills development. The aim is have Bangladesh maintain a competitive edge in the region, and generate employment for poverty alleviation by reforming, strengthening and expanding access to the technical vocational education and training system in the country. The government commitment has been to achieve this through a multi-pronged strategy that

8 National Skills Development Policy – 2011, Ministry of Education, Government of the People’s Republic of Bangladesh, Dhaka

9 The key target groups are: youth, women, low-skilled people, people with disabilities, migrants and internally displaced people, older workers, indigenous people, ethnic minority groups and socially excluded; for workers in small and medium sized enterprises, the informal economy, in the rural sector and in self-employment.

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includes, but is not limited to: (i) improving the quality, relevance and efficiency of available training programmes, and (ii) encouraging public-private partnerships in the management of the training centers and institutions.

Some reflections on the skills training: Demand side

A study on youth profiles10has looked at the status and prospects of skills development of youth population, as they represent a key group that demands for skills learning facilities,especially formal TVET. The study confirms that two-thirds of the young people express interest in participating in TVET. An overwhelming proportion of them prefers short course –shorter than less than a six-month period - compared to formal certificate courses ordiploma. It reveals however that the interest varies by educational level.11

One of the conclusions that come out is that the government policy priorities in TVET sectorhave to be designing the programmes and managing them effectively for quality, efficiency and responsiveness to market.12

10 Education Watch (2013) Bangladesh, CAMPE, Dhaka11It is to be noted here that the National Skills Development Policy 2011 makes provision for this kind of interest, as there are different points of entry into the TVET system for people including the younger age group with varying levels of education, and there is scope for horizontal and vertical mobility in the skills hierarchy along the path to improve education and technical skills level.

12 Now it needs to be pointed out here that the weaknesses in institutional capacities to plan and coordinate with other players in the sector and manage well have to be overcome. particularly In the context that external supports are being made available significantly to the government as well as NGOs and indirectly to the private sector for expansion and development of the sector, the advantage of external assistance has to be fully realized without any time for the sake of getting youth population employed in productive work and move fast toward sharp poverty reduction.

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ssuurrvveeyy ooff ttvveett pprroovviiddeerrss –– tthhee pprreesseenntt eemmppiirriiccaall ssttuuddyy

Toward achieving the goal envisioned in the policy, NSDC in collaboration with BTEB has undertaken an important study – conducting a survey of the existing providers and the status of their skills provisions. The survey data would hopefully provide some basis for taking appropriate decisions on the supply side of skilled manpower. A Technical Committee formed with the approval of the Executive Committee of NSDC has provided general guidance for conducting the survey.

The broad objective of the study is to have a current picture of the nature of the TVET provisions at the ground level. Ideally this would require a census of the provisions having a comprehensive set of data to guide improvement at the TVET situation. But available resource could allow only a small scale survey having the scope of investigation limited to looking into selected features of the current TVET at providers (institutions) indicating in a way qualitativeaspect of the provisions.

The specific focus of the survey has been to:

1. point to the distribution of the TVET institutions in different regions (divisions) anddiscern their management authorities and identify their significance in the formal sector involvement;

2. comprehend the types of programmes (levels of certification by BTEB) and technologies/trades offered in the institutions at different locations and under different types management authority;

3. find out the intake capacity of the TVET institutions and utilisation of capacity;

4. illustrate the strength of teachers/instructors and their quality; and

5. Comprehend the availability and utilization of available equipment/tools to properly conduct skill training.

Coverage of the survey

This survey has looked at only the ‘formal skill training’–defined for the present study ‘training accredited by BTEB’, and as such excludes non-formal and informal skill training which should be studied subsequently. [The latter is a very large area relatively undefined and complex that requires separate attention for proper investigation]. The study has included the programmes, which reflect the levels of formal skills training certified by BTEB: Basic Trades/Short Courses, Certificate Courses13and Diploma Courses.

13 Certificate course is offered as SSC voc and HSC voc integrated with the general education system of the country.

CHAPTER 3

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Until 1990, private sector participation in TVET had been negligible. However, by the late 1990s, the private sector had about 40 percent of total capacity of TVET provisions, and by 2005 this proportion had gone up to over 60 percent, and by now the proportion of private sector stands around 95 percent of the number of institutions and 86 percent of the total intakeof learners. The present study has therefore considered the engagement of the private sector with importance.

Methods adopted for the survey

Approach

This (survey) study adopted a descriptive approach to achieve its objectives. Data analysis and discussion have been on some selected features of training provisions at the TVET institutions. Examination of variations in the TVET provisions has been the important part of the study.

Institutions were selected by considering their strata according to their distribution by division (representing different regions of the country), management authority, programmesoffered, and technology/trade offered. It was examined during the analysis of data if variability in these conditions makes any difference among the institutions with respect to the features of the institutions stated in the next paragraph and treated as the dependent variables. In other words, data analysis has been done to observe if each of the conditions for classifications of institutions make differentiation among the institutions with respect to their (institutions) features.

The specific features of institutions include: capacity to take in learners (degree of learners’ access) and actual enrollment; teachers/instructors and their preparations for delivery of training; equipment/tools available in the institutions for skill learning by learners; and availability and use of facilities to instruct the jobs specified in the training courses. Data were collected from institutions listed by BTEB.

Analysis of data has looked for variation in the features by considering the relevant aspects as discussed below, which possibly explain the variation of features of institutions.

Consideration of division

BTEB affiliated TVET institutions are located all over the country and there is possibility of varying features of TVET across the locations. To look into the variation by location,institutions have been selected from all 64 districts of Bangladesh. For the purpose of data analysis 64 districts have been grouped into six divisions i.e. Rajshahi, Khulna, Barisal, Dhaka, Sylhet and Chittagong. It is to be noted that institutions from Rangpur have been placed under Rajshahi, as Rangpur has been declared as a separate division rather recently.

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Management authority

TVET institutions affiliated with BTEB are managed by three different authorities: public, NGO and private. It is an important aspect to look at, as the variation in quality aspect of TVET can be accounted for by variation in the management of institution. The premise in this regard is that management strength does influence the arrangement of facilities, standard and style of operation of training institution. Thus the three categories of authority, public, private and NGO, taking responsibility of managing the institutions for training are brought into analysis.

Level of certification (or type) of course programme

BTEB offers TVET courses under different programmes. Present provision of certification by BTEB is in accordance with these programmes which reflect in a way general levels of skills14 attained by the graduates. Some attributes of TVET provisions indicating quality elements would vary by level of certification. Thus the methodology of the survey has considered data by the following four certification levels of programmes:

1. Diploma2. HSC vocational3. SSC vocational, and 4. Basic (short course)

Under the diploma programme, however, there are 5specialised areas that BTEB presently has to offer. Thus the total categories considered have been8 as the following:

1. Diploma in engineering2. Diploma in textile3. Diploma in agriculture4. Diploma in fishery5. Diploma in health technology6. HSC vocational7. SSC vocational and8. Basic (short course)

Technology/trades considered

As much as 263 technologies/trades are offered under BTEB. Quality of TVET may also vary by technology/trade. So, it is worthwhile to look at the variation among the technologies/trades. Due to limited scope of the present study among 263 technologies/trades 97 were considered in the study. A list of these 97 technologies/trades may be seen in Annex I.

14 This term used here is not to be confused with skill level as understood in the National Technical Vocational Qualifications Framework (NTVQF) mentioned in the National Skills Development Policy 2011.

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Sampling

As the above factors had to be considered in the study in order to reflect on the variability, purposive sampling method had to be followed to allow inclusion of institutions of all categories. However, it was considered important that proper representativeness of the sub-samples is ensured in the sampling process by taking into account the following factors:

1. Higher number of sample units selected from the regions having higher number of institutions;

2. Sample categories taken according to level of TVET certification by BTEB;3. Sample taken covering the types of programmes offered by institutions, and4. Sample to cover major technologies/trades

It needs to be noted that for the purpose of having meaningful analysis of data, according to the above considerations, a minimum number of sample units from different categories have been taken.

Size of sample: Based on the criteria stated above a total of 605 institutions were selected by considering the list provided by BTEB. The total number of institutions and numbers of sample units taken from amongst different categories can be seen in table 3.1.

Among the 605 targeted institutions data were actually available from 539 institutions. It was not possible to collect data from another 66 institutions due to various reasons, the major one being non-availability of responsible person to give data even at repeated visits. The distribution of 539 institutions by several variables to reflect strata among the institutions has been distributed in the following 4 tables from 3.2 to 3.5:

Table 3.2: Institutions bydivision

Division Institutions

RajshahiKhulnaBarisalDhakaSylhetChittagongAll

Table 3.3: Institutions by management authority

Authority InstitutionsPublicNGOPrivateAll

Certification level of programme Diploma HSC

VocSSCVoc Basic

Programmes Engineering Agriculture Textile Health Fisheries Govt. Govt. Private PrivateManagement authority Govt. Private Total Govt. Private Total Govt. Private Total Private Govt. Private Total Total BMET TSC TVI Total Total Total

Total institutions 49 286 335 13 143 156 3 78 81 162 1 31 32 64 37 64 40 141 1924 966

S ample 25 50 75 8 30 38 1 27 28 30 1 25 26 28 25 25 25 75 207 98

Total sample = 605 institutions

Division wise institutions in the sample

Rajshahi 7 14 21 2 13 15 6 6 7 13 13 6 8 6 9 23 86 26

Khulna 4 8 12 1 5 6 4 4 4 6 6 5 3 4 2 9 31 19

Barisal 3 2 5 1 4 5 1 1 1 2 2 3 2 3 1 6 16 8

Dhaka 4 19 23 2 6 8 1 13 14 14 4 4 7 5 6 8 19 51 30

Sylhet 3 1 4 1 1 2 0 1 0 3 2 2 4 4 4

Chittagong 4 6 10 1 1 2 3 3 3 1 1 4 5 4 5 14 19 11

Table 3.1: Sampling Plan

1798543

1541959

539

11919

401539

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Instrument for data collection

A structured questionnaire, finalised through pre-test, was used in data collection. The questionnaire had 3 parts. The first part (1page), had questions related to some basic aspects of institutions providing training services; the second part (1page), had questions related to the teachers/instructors of the institutions; and the third part (20 pages), consisted of questions related to different jobs specified under different subject(s) for skills training/learning in technology/trade. The third part of the questionnaire constituted the major part. As number of subjects and number of jobs widely varies between the technologies/trades the total pages of questionnaire vary from 3 to 30 pages depending on the nature of jobs and technologies.

Field data collection Principals (or teachers assigned by the principals)of the TSCs and TTCs had the responsibility to get the questionnaires filled in for collecting data in discussion with relevant teachers of institutions selected as samples for the study. A one-day intensive training on the objectives and purpose of the study, data collection instruments and application in the field was conducted at BTEB, Dhaka. Principals of polytechnic institutions/TSC sat district levelwere to get the data from the training institutions selected from their respective districtsthrough face to face interview of the executive heads of the selected institutions. Data collection took about three months during the period from January to March 2013.

Data processing and analysis

A huge data set was generated through the study. Each and every questionnaire was checked and edited at BTEB by experts in specific technologies/trades. Then a qualified data management firm was selected assigned to do computer processing and generating necessary uni-variate and bi-variate tables and charts under the close supervision of the Team Leader and Statistical Associate. Detailed data on 235,243 jobs under 1,899 technologies/trades in 539 institutions were analysed to prepare the report according to the survey objectives. It is to be noted data during computer processing of data a thorough checking was done to eliminate inconsistencies in data and response errors. This process compelled us to exclude some variables (items of information) from analysis because of the nature of errors/inconsistencies.Volume of errors with respect to data on some other variables was also such that we had to exclude those from analysis. Before excluding such variables we had to be confirmed of the errors/inconsistencies by manually checking the relevant response sheets. We realized that in the process of data collection error in coding took place which could be attributed to ambiguous response ultimately resulting in inconsistent response.

Table 3.4: Institutions by level of certification

Level InstitutionsDiplomaHSC vocSSC vocBasicAll

Table 3.5: Institutions by programme (course)

Programme InstitutionsEngineering Textile Agriculture Fisheries Health HSC vocSSC vocBasic All

18129

273118539

842843232829

275120539

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ffiinnddiinnggss ooff tthhee ssuurrvveeyy

This chapter presents analysis of data on various aspects of the TVET provisions based on the sample survey being discussed.

Starting with the training institutions and some other basic data regarding theinstitutions, the presentation proceeds by looking at variation by region, management authority, and type of programme (which reflects the levels of certification by BTEB as of current practice), and technologies offered at the institutions.

Beyond these, a detailed discussion seeking to present the ground level picture of TVET wouldreflect on the supply side of trained workers covering the specific aspects of:

accessibility of training facility, enrollment capacity of institutions and actual enrollment in the institution; teachers/instructors – their number and gender; quality aspects of training indicated by teacher’s technical capacity (teaching competency attained through pedagogical training and skills training), tenure status of the teachers, and equipment that the learners make use of for skills acquisition.

The institutions (TVET Providers)

Description and analysis of the basic features of institutions

The presentation below has been based on data about 539 institutions.

Institutions by geographic location (division)

Of the 539 sampled institutions Rajshahi division has the highest proportion (33%) closely followed by Dhaka (28%). The least proportion of institutions (3.5%) is in Sylhet indicating scant availability of TVET institutional facility which is possibly a reflection of low demand for such facility in this region. Interestingly the situation correlates with one of the lowest literacy rates in this particular region compared with other regions of the country. Lower extent of institutional facilities also reflects the lower prospect of supply of skilled workers (Figure4.1).

CHAPTER 4

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The period of existence of institutions engaged in formal technical skill training by division

The earliest year of establishment of TVET institution was 1865, and the latest 2011. Of the present sample of 539 institutions only 4 were established until 1900 AD. Over the next long period of 100 years from 1900 to 1999 there was a surge of increase by 185 (36%). The growth of institutional TVET providers in the country continued and over the next 12-year period from 2000 to 2011 there was spectacular thriving of TVET institutions with an addition of 316 to the previous number.

Distribution of institutions by management authority

The number of privately managed institutions makes an overwhelming proportion with 74 percent, whereas institutions under public management authority are a smaller proportion with 22 percent, and institutions managed by NGOs15 are only 4 percent (Figure 4.2). NGOs appear to be absent in Chittagong. Public and private authorities vary widely in their involvement in establishing/operating skills training facilities in different regions. Such a big variation in the numbers of TVET institutions under three authorities would call for appropriate attention by concerned authorities.

15 In the original planning of sample NGO managed institutions were not a separate category; but during field investigation this category was identified and considered for analysis as a separate category.

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Number of programmes (certification level16) offered by institutions

In principle any institution could offer skills training in more than one type (category) of programme which correspond to certification level administered under BTEB. Of all the institutions in the study only 10 percent offer two or more types of programme; and almost 90 percent offer training in one type only (Table 4.1). This finding is indeed an indication of low institutional potential so far with respect to supply of skilled manpower. Sylhet and Chittagong divisions having fewer institutions have got higher proportions offering two or more programmes; these are followed by Dhaka and Barisal. Institutions in Khulna and Rajshahihave lower proportions of institutions with two or more levels of certification (programmetype).

Table 4.1: Institutions (%) according to number of certification level (programme type)offered by division

Programmes according to level of certification (under BTEB) by management authority

The highest proportion (46%) of programme is offered at SSC voc level. This finding is explained by the situation that training at SSC level voc is offered by the highest proportion of

16 Four levels: Diploma, HSC voc, SSC voc and Basic

Number of certification levels offered

DivisionAllRajshahi Khulna Barisal Dhaka Sylhet Chittagong

One 92.2 91.8 88.4 88.3 84.2 84.7 89.6(483)

Two or more 7.8 8.2 11.6 11.6 15.8 15.3 10.4(56)

Total(N)

100.0(179)

100.0(85)

100.0(43)

100.0(154)

100.0(19)

100.0(59)

100.0(539)

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institutions and such institutions exist under all management authorities– public, private and NGO To be sure, this programme opportunity is actually offered within the general schools functioning under the public education system at secondary level which can logically account for its natural acceptability (popularity in terms of wider acceptance). The NGOs working generally to address the priority needs of their specific target groups (beneficiaries) do not appear to take interest in offering the training facility at this level except in the form of some kind of non-formal skills training. The second highest proportion of training programmes(30%) is offered at Diploma level; this programme appears to have a reasonably good market potential (Table 4.2 & Figure 4.3). The job prospect that comes with this level of skills training can explain its attractiveness to a good extent; as such NGOs as well as the private sector seem to offer skill training at this level of certification (qualification17) in a higher frequency than training at any other level. It would therefore be a good strategy for all concerned to lay emphasis on strengthening the competency of trainees at this level with necessary facilities in the institutions. Similarly the SSC level skill training in the schools should receive attention in order to ensure that the trainees/learners acquire a reasonable level of competency for acceptability in employment market, as we know that a high proportion of SSC graduates drop out from the education system for various reasons and usually they remain depressed without any gainful employment. This implies that SSC voc training should be of such quality that would allow good marketability for wage employment or self-employment of the graduates.

Table 4.2: Programmes (%) according to certification levelby management authority

*One institution may offer more than one programme. A total of 597 programmes were administered by 539 institutions under the four certification levels.

17 This concept of ‘qualification here refers to the level of qualification (certification) as in the current practice under BTEB, and not to be equated with or parallel to the concept referred to in the National Technical Vocational Qualifications Framework (NTVQF) stated in the new national policy for skills development in Bangladesh which is yet to be fully prepared for implementation.

Certification level of programme

Management authorityAllPublic NGO Private

Diploma 31.1 47.4 33.7 34.0(193)

HSC voc 22.7 - - 5.0( 24)

SSC voc 68.1 26.3 47.4 46.0(261)

Basic 10.9 47.4 22.7 21.0(119)

Total programmes offered at all (4) certification levels 158 23 416 *597

Number of institutions under all management categories

100.0(119)

100.0(19)

100.0(401)

100.0(539)

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Note: Percentage statistics in Figure 4.3 are not to be confused with statistics in Table 4.2 above. The statistics in former refer to the institutions (the total number being 539) offering programmes, whereas those in the latter refer to programmes (the total number being 597) offered at the institutions.

Programmes (treated as ‘courses’ by BTEB authority 18) offered at institutions by division

It would be noted from data that of all the programmes, Engineering, SSC and Basic are consistently higher across the divisions; and SSC, Basic and Engineering in that order are the ones being offered at higher proportion when all the divisions are considered together (Table 4.3). Engineering programme with diploma certification is offered in higher proportion particularly in the cities with industrial concentration (Dhaka, Khulna and Chittagong) and also in other cities (Sylhet, Barisal and Rajshahi). This is perhaps because in these locations the present and the prospective skills demand in engineering at this level are higher.

Data presented in table 4.3 show whether programmes (total 632) offered by institutions have any variation with respect to number of institutions by type of management authority. The finding that SSC voc programme is offered at an outstanding proportion of institutions particularly under public and private management authorities is conspicuous; and the public authority stands most prominent offering HSC voc programme closely followed by Engineering programme (Diploma level). Institutions under NGO management heavily concentrate in offering Basic (trade) programme and also to a good extent in SSC voc and agriculture. Involvement of institutions in agriculture, fisheries and health programmes under NGO management is more than the institutions under any of the other two authorities; involvement of NGO managed institutions in Engineering in particular is, however, lower than those under public or private management authorities. NGOs are known to be more committed to addressing the poorer group through short courses in TVE leading to income generating activities frequently in the form of self-employment at local level mostly in disadvantaged areas or communities. Engineering can hardly be of interest to such target group.

18 For academic (as well as practical purpose) the term ‘course’ would mean more specific area of learning/doing under broad programme. This is now debated and should be discussed at appropriate forum for arriving at a notion acceptable to all concerned on a rational basis.

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Table 4.3: Distribution (%) of programmes (courses) offered in the institutions by division

*One institution may offer more than one programme. There were total 632 programmes offered by 539 institutions. Data regarding such programmes were not available for 27institutions during the field survey.There were found some errors in data reporting during the process of data collection which could not be cleaned by editing at the central office.

Table 4.4: Institutions (%) offering programmes (courses) by management authority

ProgrammeManagement authority

AllPublic NGO Private

Engineering 21.0 10.5 15.0 16.1

Textile 2.5 0.0 7.2 5.9

Agriculture 7.6 21.1 8.0 8.3

Fisheries 1.7 10.5 5.0 4.5

Health 0.0 10.5 6.5 5.2

HSC voc 22.7 - - 5.0

SSC voc 68.1 26.3 47.4 51.2

Basic 10.9 47.4 22.7 21.0

No. of institutions100.0(119)

100.0(19)

100.0(401)

100.0(539)

Like the institutions under public management authority those under private authority tend to be very frequent offering SSC voc programme; the proportion of institutions under the latter, however, is substantially lower than those under the former (i.e. public management authority).The proportion of institutions under private management offering Basic programme

Programme (course)Division

AllRajshahi Khulna Barisal Dhaka Sylhet Chittagong

Engineering 12.8 17.6 11.6 18.8 21.1 18.6 16.1

Textile 3.4 7.1 2.3 11.0 0.0 3.4 5.9

Agriculture 10.1 9.4 14.0 5.8 10.5 3.4 8.3

Fisheries 6.1 4.7 4.7 3.2 5.3 1.7 4.5

Health 3.4 4.7 2.3 9.1 0.0 5.1 5.2

HSC voc 3.4 4.7 7.0 4.7 15.8 8.5 5.6

SSC voc 56.4 45.9 48.8 47.4 42.1 57.6 51.0

Basic 15.1 24.7 25.6 22.7 26.3 22.0 20.6Total 110.6

(198)118.8(101)

116.3(50)

122.7(189)

121.1(23)

120.3(71)

117.3(*632)

Number of institutions

100.0(179)

100.0(85)

100.0(43)

100.0(154)

100.0(19)

100.0(59)

100.0539

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is of course notably higher than the proportion under public management. Engineering programme is offered by institutions under private management at a lower proportion than the institutions under public management, but higher than the proportion of institutions under NGO management.19

Technologies/trades/offered in the institutions

Number of technologies in the programmes discussed above may be viewed as an indicator of the scale of skill training opportunities in terms of specialised skill domains available in the existing TVET system. Considering all institutions (539), the average number of technologies they offer is 4, with a small variation among the six divisions, the lowest being 3.7 in Barisal and the highest 4.5 in Sylhet (Table 4.5). Chittagong has the average at 4.4 very close to the highest at Sylhet. Most frequent number of technologies is 3 for all the divisions and by that count 55 percent of the total technologies are covered with 3 technologies in all the divisions(Figure 4.4).When 4 technologies are considered, the extent of coverage becomes 71.5 percent of the institutions in all the divisions together. Summarily, more than 4 technologies are found in few institutions in any division.

It is to be noted that institutions in Sylhet and Chittagong divisions offer 9 or more technologies/trades than those in any other division.

19The figures of the institutions under NGO management should be treated with caution because the total number of institutions in this category of management is rather small.

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Table 4.5: Institutions (%) by division according to number of technologies/trades offered

Technologies offered at institutions examined in relation to level of certification (programme) by division

The total 539 institutions are offering a total of 2,135 technologies/trades. Earlier we have found variation of programmes by division. Now as a further interest along the line we have sought to examine if there is any variation in terms of technologies/offered underprogrammes, by division, as technologies/trades are very much likely to vary by type of programmes. It is indicated (Table 4.6) that the highest percent of technologies at diplomalevel is in Dhaka division (34%) followed by Khulna and Chittagong (28.7% and 28.3%respectively). At HSC voc level Sylhet has higher percent of technology (21%) than any other division; this programme is offered infrequently (ranging between 4 and 8% only) in all divisions except Sylhet as a uniform pattern. At SSC voc level all divisions have higherpercents. Basic programme is offered at 12-16 percents in Rajshahi, Chittagong and Dhaka divisions; Barisal, Sylhet and Khulna divisions have a few more percent higher (i.e. 20%).

No. oftechnologies/

tradeRajshahi Khulna Barisal Dhaka Sylhet Chittagong All %

(N)Cumulative%

(Number)

1 13.4 8.2 16.3 10.4 5.3 10.2 11.3(61)

11.3(61)

2 21.2 18.8 9.3 10.4 36.8 5.1 15.6(84)

26.9(145)

3 22.9 29.4 37.2 31.2 15.8 35.6 28.6(154)

55.5299

4 13.4 14.1 18.6 17.5 21.1 18.6 16.0(86)

71.5(385)

5 11.2 9.4 2.3 7.8 .0 5.1 8.2(44)

79.7(429)

6 3.9 7.1 .0 5.2 5.3 6.8 4.8(26)

84.5(455)

7 3.4 1.2 4.7 7.1 .0 1.7 3.9(21)

88.4(476)

8 4.5 5.9 7.0 4.5 5.3 6.8 5.2(28)

93.6(504)

9 & more 6.1 5.9 4.7 5.8 10.5 10.2 6.5(35)

100.0(539)

Totalinstitutions

100.0(179)

100.0(85)

100.0(43)

100.0(154)

100.0(19)

100.0(59)

100.0(539) -

Total trade/ technology 701 339 159 638 85 258 2180 -

Average 3.9 4.0 3.7 4.1 4.5 4.4 4.0 -

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Table 4.6: Percent technologies/trades offered at institutions by level of certification(programme) and by division

*Level of certification data about 45 technologies/trades out of 2180 were not available

Type of management authority and coverage of institutions with technologies/trades

When the variation of institutions’ coverage with technologies is examined in relation to the type of management authority it is observed that the institutions under public management authority have higher proportion of institutions offering 8 or more technologies/trades than those under either of the other two management authorities; and also institutions under public management are offering higher average number of technologies/trades (5.9) than the averages under private or NGO managed institutions, 3.5 and 3.3 respectively (Table 4.7 & Figure 4.5).

DivisionLevel of certification (programme) Total

(technologies/ trade)

Number of institutionsDiploma HSC voc SSC voc Basic

Rajshahi 21.9 5.3 60.3 12.5 100.0(694) 179

Khulna 28.7 4.3 46.2 20.8 100.0(327) 85

Barisal 23.9 7.5 49.1 19.5 100.0(159) 43

Dhaka 34.2 4.1 45.6 16.1 100.0(623) 154

Sylhet 21.2 21.2 37.6 20.0 100.0(85) 19

Chittagong 28.3 6.9 50.6 14.2 100.0(247) 59

Total 27.4(585)

5.8(124)

51.0(1088)

15.8(338)

100.0(*2135) 539

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Table 4.7: Percent institutions by number of technologies/trades they offer and management authority

The average number of trade/technology per institution under different management authorities differs significantly with the highest 5.9 for government, almost half 3.5 for private, and 3.3 for NGO managed institutions (Figure 4.5).

State of enrollment in institutions

The state of enrollment in the institutions has been examined by considering two variables: i) enrollment capacity, and ii) actual enrollment in the year 2012 (prior to the field investigation of this study). These two aspects have been looked at in relation to division (as region), management authority of institutions, and type of training programme offered in institutions.Capacity and actual enrollment are shown side by side (Table 4.8) so that any gap between the two aspects can be conveniently seen which would indicate underutilization or overutilization of the existing capacity of skills training institutions.

The total figures by division give the basis on which further calculation has been made; and for the purpose of comparability between divisions data have been shown in percent capacity filled in. The total capacity for all the divisions together is found to be 34,978 whereas the total enrollment in all the divisions is 28,569 in 2012. This means 81.7 percent of the totalcapacity is actually filled in (Table 4.8).

No. of technology/ trade

Management authority All(No. of institutions)Public NGO Private

1 8.4 21.1 11.7 11.3 (61)

2 5.9 21.1 18.2 15.6 (84)

3 21 31.6 30.7 28.6 (154)

4 14.3 5.3 17 16 (86)

5 5.9 5.3 9 8.2 (44)

6 4.2 5.3 5 4.8 (26)

7 4.2 5.3 3.7 3.9 (21)

8 17.6 0 1.7 5.2 (28)

9 & more 18.5 5.3 3 6.5 (35)

All 100.0(119)

100.0(19)

100.0(401)

100.0(539)

Total technologies/ trades offered(%)

701(32.2)

62(2.8)

1417(65.0)

2180(100.0)

Average 5.9 3.3 3.5 4.0

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Comparing between percentages of capacity filled in for the divisions, it appears that Sylhet, Chittagong and Khulna are at the top with around 90 percent. On the other hand, Barisal has its capacity filled in to the extent of 72 percent leaving 28 percent of capacity unutilized. Similarly, Rajshahi and Dhaka divisions have their capacity unutilized to the extent of 23 percent and 18 percent respectively (Figure 4.6). Overall it appears that about one-fifth of the total enrollment capacity of formal TVET institutions of the country remains unutilized. This picture of underutilization of existing institutional capacity may be taken as a matter of concern in the context that the country faces a wide gap between the demand and supply of skilled manpower in the labour market, domestic and overseas.

Table 4.8: Enrollment capacity and actual enrollment in 2012 by division

DivisionNo. of

Institutions Enrollment

capacityEnrollment in

2012Percent of

capacity filled in

Rajshahi

Khulna

Barisal

Dhaka

Sylhet

Chittagong

All

The enrollment situation appears to be better in institutions under public management authority compared to the private ones, the former having 91.1 percent of capacity filled in against the latter having filled in 76.8 percent (Table 4.9 & Figure 4.7). NGOs have reached a higher level with 96.5 percent capacity filled in; it is to be remembered, however, that NGOsmake a small number of the total institutions (19 out of total 539 in the study) and as such the average in this case leaves some scope for cautious interpretation.

179 9884 7646 77.4

85 6484 5736 88.5

43 4176 2996 71.7

154 9570 7802 81.5

19 1498 1377 91.9

59 3366 3012 89.5

539 34978 28569 81.7

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Table 4.9: Enrollment capacity and actual enrollment in the year 2012 by type of management authority

Management authority

No. of Institutions

Enrollment capacity

Enrollment in 2012

% Enrollment capacity filled in

Public

NGO

Private

All

State of enrollment by programme

Whether the gap between enrollment capacity and actual enrollment in institutions varies by type of programme can be a matter of concern as this situation would call for taking necessary measures to improve need based programme planning. Having examined the situation, it is observed from the data (Table 4.10) that capacity has been filled in to the extent of 90 percent in the institutions offering HSC voc programme. The reality in this case is that institutions offering this training programme are fewer20 in the country reflecting very limited availability of seats for enrollment of learners against the large potential demand for enrollment coming out from SSC voc group; this explains the earlier finding that enrollment capacity in HSC voc programme is filled in to a higher extent.

Institutions having SSC voc training have filled in 84 percent of their capacity; and those offering Diploma in different branches have their capacities filled in ranging from 61 percent to 87 percent –– Engineering and Textile diploma are at the higher end, Fisheries at the lower, and Health and Agriculture at the Middle.21

20 Only 1.9 percent of the total capacity of all BTEB affiliated institutions is at HSC voc level.21 This finding is consistent with the finding observed earlier that nearly one fifth of the total capacity of all institutions remains unutilized.

119 10816 9853 91.1

19 1205 1163 96.5

401 25399 19518 76.8

539 37420 30534 81.7

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Table 4.10: Average enrollment capacity and actual enrollment by type of programme (2012)

ProgrammeNo. of

Institutions Enrollment capacity Enrollment in 2012 Percent capacity

filled inTotal Average Total Average

Engineering

Textile

Agriculture

Fisheries

Health

HSC voc

SSC voc

Basic

All

*One institution may offer more than one programme. Thus the number of programmes exceeded the number of institutions studied.

The situation of enrollment at Diploma level is to be viewed as somewhat depressing, for it is this level of skills which makes the bigger source of supply of skilled personnel while it refers to the important step in the upper level of skills hierarchy (Table 4.11) very much needed in modern industries (Figure 4.8).

Table 4.11: Enrollment capacity and actual enrollment in 2012 by certification level ofprogramme indicating skills hierarchy

*One institution may offer more than one programme. This explains the number of institutions being higher than the actual number of institutions (539) we noted in earlier tables.

87 7457 85.7 6484 74.5 87.0

32 2388 74.6 2079 65.0 87.1

45 5952 132.3 4287 95.3 72.0

24 1086 45.3 667 27.8 61.4

28 1212 43.3 848 30.3 70.0

30 1354 45.1 1222 40.7 90.3

275 8951 32.5 7499 27.3 83.8

111 7592 68.4 6193 55.8 81.6

632 35992 56.9 29279 46.3 81.3

Programme indicating skills hierarchy

No. ofInstitutions

Enrollment capacity

Enrollment in2012

Percent capacity utilised

Diploma – Higher level 181 15653 12400 79.2

HSC voc – Mid level 30 1354 1222 90.3

SSC voc – Lower level 275 8951 7499 83.8

Basic– Bottom level 111 7592 6193 81.6

All *597 33550 27314 81.4

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Enrollment capacity and actual enrollment in 2012 by type of programme and management authority

From the above findings a further issue of interest for all concerned comes up as to the situation of gap between capacity and actual enrollment in institutions under different management keeping the type of programme constant. The critical issue is to explore, in other words, whether actual enrollment against given capacity varies in any programme with the variation of the type of management. For an examination of this question we have taken the percentages of capacity filled in (actual enrollment) for three management categories withinthe same programme.

Data in this regard (Table 4.12) indicate that the proportion of enrollment capacity filled infor diploma programme under NGO management (91.5%) is higher than that under public management (89.7%); but much higher than that under private management (73.3%). For HSC voc programme enrollment capacity is filled in to the extent of 92.4 percent underpublic management; private and NGO managed institutions do not take any student in this programme. For SSC voc programme, enrollment capacity is filled in to a higher extent underpublic management (91.8%) than under private management or NGO management. For Basic programme, actual enrollment at institutions under NGO management (105.4%) exceeds the declared capacity; capacity under public management is filled in to the extent of 97.8 percent.On the other hand, nearly one-fourth (23.2%) of the enrollment capacity under private management is left unutilized. Overall, nearly full capacity (96.5%) of NGO managed institutions is utilized; little above ninety percent of capacity is utilised in government managed institutions; about one-fourth of capacity of private institutions, however, remains unutilised (Figure 4.9).

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Table 4.12: Percent capacity filled in by type of programme and management authority

Management authority Type of programme TotalDiploma HSC voc SSC voc Basic

Public 89.7 92.4 91.1

NGO 91.5 - 96.5

Private 73.3 - 76.8

Teachers/Instructors

Complexity at getting measures of variations by division and technology/trade

Measures of adequacy of teachers/instructors and variations by division and technology can be considered important; the concerned national authorities should desire to properly plan for skill training provisions (institutions and technologies/trades) as per suitability to the various regions of the country. Consistent to the highest number of institutions (179), Rajshahi has the highest total of teachers (2,770). Having the second highest total number of institutions Dhaka stands at the second highest position as well by the total number of teachers (2,237) as noted in table 4.13. However, the question of any regional comparability on the issue of adequacy can be examined only by using appropriate statistical measures standardized for proper comparison. One possible measure would be to compare the averages of teachers per institution for divisionsby taking into account numbers of programmes and technologies; the second measure would be to consider averages of teachers/instructors per institutions in divisions taking into account numbers of programmes and technologies; and the third would be to consider averages of teachers per technology in divisions.22

22 It is to be acknowledged that each of the measures will have some limitation, as variability in the conditions to influence developing any standardized statistics on the aspects discussed here is likely to be extensive creating a complex process for comparison.

97.8

105.4

77.8

91.8

88.0

79.6

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The technologies generally vary according to their nature; the third measure would pose some difficulty for comparison. In the present situation, we therefore limit ourselves to some simple measures for a tentative notional understanding. With respect to average technology/trade per institution, it appears (table 4.13, column 2) that the highest average technology is 4.5 in Sylhetand the lowest 3.7 is in Barisal; figures in the same table (column 3) teacher/instructor per institution indicate that the highest average is in Sylhet (16.1) and the lowest in Khulna (13.0); and in consideration of teacher/instructor per technology, the highest average is in Barisal whilethe lowest is in both Khulna and Chittagong.

Summarily describing a simple form of standardized statistic, averages for three variables (Table 4.13, columns 2, 3 & 4) can be taken to get some comparison between the divisions by referring to:

a. Technology/trade per institutionb. Teacher/instructor per institutionc. Teacher/instructor per technology

It can be observed from the calculated standardized statistic (averages for the variables a, b and c) presented in table 4.13 that, in terms of availability of teachers who are the key resource for the delivery of skill training, the difference between the divisions is very minimum, not much significant.

Table 4.13: Averages of: technology/trade per institution, teacher Per institution and technology/trade by division

DivisionAverage

Technology/trade per institution

Teacher per institution

Teacher per trade/ technology

Rajshahi 4.0

Khulna 3.3

Barisal 3.9

Dhaka 3.5

Sylhet 3.6

Chittagong 3.3

All 3.6

Type of management authority making difference with respect to teacher availability

The highest average number of teachers per technology/trade at 3.8 is found in institutions under public management authority, followed by institutions under private management at 3.5 and NGO management at 3.2. That is, institutions under public management authority stand betterthan those under private as well as NGO management authority. The variation by management authority is not of course wide. On the other hand, the cell figures in table 4.14 indicate that institutions under NGO management in Dhaka division have a very low average of teachers/instructors at 1.6, compared to the highest average of 6.5 in NGO managed institutions

3.9

4.0

3.7

4.1

4.5

4.4

4.0

15.5

13.0

14.6

14.5

16.1

14.3

14.6

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The rationale and procedure of preparing composite index score (CIS)

The foregoing analysis and discussion have focused on the various features of TVET institutions engaged in skills training role. A variety of attributes of the institutions have been discussed in relation to conditions which have bearing upon the institutions’ strength to perform their role. However, it is to be noted that different measures reflecting various dimensions of institutional strength were considered separately (not in integrated way), and all the measures were not of uniform pattern to indicate strength. It should be worth looking at the overall strength of the institutions and differentials by the measure of Composite Index Score (CIS). Thus an analysis below is undertaken to indicate the ‘overall strength’. The particular statistic called Composite Index Score (CIS) has been prepared to indicate the overall position having combined the scores of all relevant items measuring strength of institutions.23 Such a score will summarily reflect the relative strength of independent variable (condition that influences) in relation to dependent variables (sets of indicators/dimensions of strength).

To illustrate this, in the first table presented below, the objective has been to show the variation of the dependent variable ‘strength of TVET institution’ by the variability of the independent variable ‘division’ (geographic region). A Composite Index Score of the relative strength of institution would reflect a summative picture of the other constituent measures on several variables (attributes) that separately indicate the status of different aspects or dimensions of the dependent variable corresponding to the differences in the character of theindependent variable (division) under consideration. In other words, the Composite Index Score represents the totality of separate scores on different aspects of the dependent variable. This statistic is applied to easily communicate about the situation of dependent variable in its wholeness.

[The procedure of arriving at the composite index score to indicate an overall picture involves scoring of attributes of ‘dependent variable’ by ascribing mathematical values to reflect the varying weights in a scale. As an example, in table 5.1 presented are the different attributes that indicate 12 different dimensions of ‘strength of institutions’ (columns 2-13). Each of these dimensions has been taken separately and given a score on a 6-point scale in accordance with 6 categories of the independent variable so that each category can have a score within the range of 1 at minimum and 6 at maximum. This principle is applied for each of the 12 dimensions of ‘strength of institution’.

23 Twelve dimensions (each one indicating separate aspects of strength) of institution have been considered in preparing CIS to reflect on the divisional picture of strength as a totality. The percentile points of CIS scores presented in table 1A show where strength of institution in a division is positioned compared to the positions of the others. As the data in table 1A show, overall strength of institutions to contribute to preparing skilled workers indeed vary by division/region; strength wise the divisions are positioned in this order: Sylhet, Chittagong, Barisal, Khulna, Dhaka and Rajshahi.

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Having these separate scores summed up a total score – Composite Index Score (CIS) – is arrived at against each (category of) division (independent variable)].

Standardization of CIS is done by computing their percentiles that allow a comparative scale point to indicate the position of each category in relation to other categories of independent variable. The percentiles are separately presented in table 5.1A.

Table 5.1: Composite Index Score indicating overall strength of TVET institutions by Division

Division Average of skill levels

o�ered

Average of programs

o�ered

Average of technologie

s/trades o�ered

Average enrollment

capacity

Average enrollment

in 2012

% Capacity �lled in

Average teacher per institution

Teacher per

technology/ trade

% Teachers having

pedagogy training

% Teachers having skills

training

% Tools available to

skills

% Using available tools to

train skills

Totalscore(CIS)

1 2 3 4 5 6 7 8 9 10 11 12 13

Rajshahi 1 1 2 1 1 2 5 6 4 4 1 5 33

Khulna 1 4 3 4 4 4 1 1 5 6 3 1 37

Barisal 3 2 1 6 5 1 4 5 3 5 4 3 42

Dhaka 3 5 4 3 2 3 3 3 1 2 2 5 36

Sylhet 5 3 6 5 6 6 6 4 2 1 5 2 51

Chittagong 6 5 5 2 3 5 2 1 6 3 6 3 47

Strength of TVET providers and the differentials

This part of analysis considers four sets of CIS to give a summative picture of the strength of skills training institutions as they would vary according to four selected conditions(independent variables): division or region, management authority type, level of certification(cluster of courses offered) and type of programme offered at institutions. The procedure adopted for arriving at CIS has been in accordance with the nature of the independent variables.

Strength of institutions varying by division

It is recognized that the contextual factors and the facilitative factors that can influence the arrangement and delivery of training usually differ between regions, and as such disparities among the institutions in regions would indeed be a reality phenomenon. The findings in the foregoing section that dealt with anlysing several quantitative and qualitative features of training institutions support this view. The statistical measure (described above) to indicate the overall strength as may vary by region (‘district’ in our survey) is presented in table 5.1above as an illustration of the procedure of getting CIS. Standardised CIS as percentile points would indicate the relative status of each division. Variability (difference) between the divisions would be clearly demonstrated by the percentile points representing the positions of different divisions on one scale.

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Percentile points (Table 5.1A) show the relative position of strength of TVET institution for each division. It is observed that Rajshahi has the lowest position, Khulna and Dhaka stand at equal level, somewhat above Rajshahi; Barisal and Chittagong follow in the next higher positions in that order, and Sylhet occupies the highest position among all the divisions. For some of the specific indicators Sylhet does not stand better, but in consideration of all the indicators together Sylhet stands at the top.

Table 5.1A: Composite index score and percentile point indicating strength ofTVET institutions by division

Division Composite index score Percentile point

Rajshahi

Khulna

Barisal

Dhaka

Sylhet

Chittagong

Total

Strength of institutions varying by management authority

Besides regional (district) disparities as indicated above, one could expect disparities by type of management authorities.

For an assessment of overall strength according to the management authority, each of the twelve variables has been assigned a value from 1 to 3, as among the three management authority types one at the bottom of a scale could be indicated by the scale value 1 and another at the highest could be indicated by the scale value 3 and the one at the middle could be indicated by the midpoint 2 of the scale. The total score and the standardized score for TVET institutions under a type of management authority has been derived by following the same procedure as in the case of table 5.1 above, and presented in table 5.2.

The percentile points presented in table 5.2A indicate that institutions under private management authority are the weaker ones than those under NGO or public management authority in consideration of the overall strength. Public management authority enjoys the highest position with a difference from that of NGO or private management authorities.

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33

37

42

36

51

47

246

13

15

17

15

21

19

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Table5.2: Index score to indicate overall strength of TVET institutions By management authority type

Management authority

Average of certi�cation

levelso�ered

Average of programs

o�ered

Average of technologies/trades o�ered

Average enrollment

capacity

Average enrollment

in 2012

% Capacity �lled in

Average teacher per institution

Average teacher per technology/

trade

% Teachers having

pedagogy training

% Teachers

having skills

training

% Tools available to train skills

% Using available

tools train skills

Total score(CIS)

1 2 3 4 5 6 7 8 9 10 11 12 13

Public 3 3 3 3 3 2 3 3 3 3 3 1 33

NGO 2 2 1 1 2 3 1 1 1 2 2 3 21

Private 1 1 2 2 1 1 2 2 2 1 1 2 18

Table 5.2A: Composite index score and percentile point for overall strength ofTVET institutions by management authority

Management authority Composite index score Percentile point

33

21

18

72

Strength of institutions varying by courses offered for certification

BTEB awards certificates for TVET for courses taken by learners at 4 different levels. Eight relevant variables have been considered in assessing the overall strength of the TVET institutions with reference to the level of certification (programme). It was expected that the dependent variable ‘institutional strength’ would vary according to the variation in the independent variable ‘level of certification’ offered at institution. In order to examine this expectation, CIS data have been prepared as in table 5.3. This has been followed by percentile points presented in table 5.3A.

For the eight variables taken for computing CIS in relation to ‘level of certification’ measures have been placed on a 4-point scale from the lowest 1 to the highest 4. Thus institutions offering training programme for a particular level of certification could get for 8 variables in total a maximum of 32 as the composite index score. The total score for institutions at each level of certification has been standardized (percentiles computed) by following the same procedure as in the previous two cases.

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Public

NGO

Private

Total

45.8

29.2

25.0

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Table 5.3: Composite index score indicating strength of TVET institutions By level of certification of BTEB

Level of certi�cation

% Institutions

o�ering

Average technologies/ trades o�er

% Of total technologies

o�er

Average enrolment capacity

Average enrolment in

2012

% Capacity �lled in

% tools available to train skills

% Using available tools to train skills

Total score(CIS)

1 2 3 4 5 6 7 8 9

Diploma 3 2 3 4 4 1 1 3 21

HSC 1 4 1 2 2 4 2 2 18

SSC 4 3 4 1 1 3 3 1 20

Basic 2 1 2 3 3 2 4 4 21

It appears that the institutions’ strength considered by level of certification does not vary notably (Table 5.3A). The institutions that offer training at HSC voc have the lowest score among the 4 categories of institutions. The other categories of institutions (those offering Diploma or SSC voc or Basic level of certification) have somewhat higher scores but are almost of the same strength.

Table 5.3A: Composite index score and percentile point for overall strength of TVET institutions by level of certification

Certification level Composite score Percentile point

Diploma

Strength of institution varying in accordance with programme/course offered at the institutions

Variation in the overall strength of institutions was expected also in relation to the nature of programme/course offered at institutions. Six variables are considered in preparing the composite score (Table 5.4). Values of every variable by programme/course have been ranked from 1 to 8 as per the number of programme categories. The lowest value gets lowest score (1) and the highest value gets highest score (8). In case of same value for more than one programme same score has been given for both. A programme/course could get a total maximum score of 48.

In order for measuring the strength of institutions, according to programme/course offered,summing up of the weights for six relevant variables has been done for each of the programmes; this gives a total composite index score for each programme/course. Variation

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HSC

SSC

Basic

Total

21

18

20

21

80

26.25

22.50

25.00

26.25

100.00

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in strength by programme/course is indicated by the percentile points of the eight programmes/courses, as given in table 5.4A. It is indicated by these data that skills training in agriculture, textile, basic and engineering, in that order, enjoy higher strength; and, on the other hand, training in fisheries has the lowest strength, while training in health, HSC and SSC programmes also have strength at the lower end of the range.

Table 5.4: Composite index score indicating strength according to programme/course

Programme/ course

% Institutions o�ering

Average enrollment

capacity

Average enrollment in

2012

% of capacity �lled in

% tools available to train skills

% Using available tools to train skills

Total score

1 2 3 4 5 6 7 8

Engineering 6 7 7 6 2 4 32

Textile 4 6 6 7 4 6 33

Agriculture 5 8 8 3 8 7 39

Fisheries 1 4 2 1 1 1 10

Health 2 2 3 2 6 8 23

HSC 3 3 4 8 3 3 24

SSC 8 1 1 5 5 2 22

Basic 7 5 5 4 7 5 33

Table 5.4A: Composite index score and percentile point for overall strength of TVET institutions by training programme/course

Training programme/course Composite score Percentile point

Engineering 32Textile 33Agriculture 39Fisheries 10Health 23HSC 24SSC 22Basic 33Total 26

Summary of discussion on the Composite Index Scores

The analysis of survey data throughout the report has focused on the features of formal skills training institutions and the variability among them (institutions) which are likely to influence the institutions’ role performance turning out skilled workforce . By applying Composite

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Index Scores as convenient statistics the present Chapter Five summarises the detailed analysis earlier presented in Chapter Four. The computation of statistics in the form of scores easily conveys in a more compact manner the result of detailed analysis. The result is presented as the state of ‘strength of the institutions’, which represents a compact condition based on the findings by using relevant indicators.

Composite Index Scores indicating strength of the skills training institutions briefly but clearly reflect how far the institutions vary in performance. The variation among them is examined in relation to a number of independent conditions which we have conceptualized and subsequently considered in our analysis of survey data throughout Chapter Four. The important conditions (independent variables) that have been taken in the analysis to examine their influence on ‘strength of institutions’ are: regional factor,24 management authority type, programme type (according to certification level), and specific programme/course.

Concluding points from the above

a) Percentile points indicative of the relative position of strength of TVET institutions for each division suggest that Rajshahi has the lowest position, Khulna and Dhaka stand at equal level, somewhat above Rajshahi; Barisal and Chittagong follow in the next higher positions in that order, and Sylhet occupies the highest position among all the divisions. For some of the specific indicators Sylhet is not in better position, but in consideration of all the indicators together Sylhet stands at the top.

b) Of the three management authority types, the public authority stands stronger; the private management authority is the weakest one; and NGO authority at the middle in consideration of overall strength (Table 5.2A). Difference between the three types of management is rather wide. It looks thus the role of management authority of institutions plays a crucial role with respect to how well the institutions will conduct training.

c) Strength of the institutions by level of certification of the cluster of courses they offer does not vary notably. The institutions that offer training at HSC voc have the lowest score among the 4 categories of institutions offering courses at varying levels of certification under BTEB. The other categories (those offering Diploma or SSC voc or Basic level certification) have somewhat higher scores but are almost of the same level of strength (Table 5.3A).

d) In consideration of the strength of institutions by specific programmes/courses, it is indicated that skills training in agriculture, textile, basic and engineering (in that order)enjoy higher level of strength; and on the other hand, training in fisheries has the lowest strength, while training in health, HSC and SSC programmes also have strength at the lower end of the scale (Table 5.4A).

24 Regional factor is a broad concept encompassing in reality several attributes: geographic condition referring to environmental (social & economic opportunities around, administrative, etc.).

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Matrix of Key findings and recommended action measures, further studies and general recommendations

Key Findings Action measuresrecommended

Further studies/investigations

General/normativerecommendations

1. Notable variation exists between the divisions with respect to number of institutions, the highest proportion being in Rajshahi and the lowest in Sylhet. A big variation is noted also with respect to distribution by type of management authority of institutions; those under private management comprise the overwhelming share and the ones under NGO management have the least share in delivery of training. With fewer institutions, Sylhet and Chittagong regions offer higher average of technolo-gies/ trades, and they have higher percentage of enrollment capacity (for learners) filled in. The highest proportion of TVET learners is found at SSC voc programme; this reflects in a way higher demand for SSC voc among the young population within the general education system in the country.

2. Although institutions under private management make the predominant share of the TVET provisions, they are marked with weaker performance compared to those under public or NGO management. More frequent are institutions under private management having instructional staff with insufficient competency to impart skills training to learners.

3. Among the technologies offered and accredited by BTEB for certification the more popular ones are as stated bellow according to certification level (programme):

Diploma:

Engineering: ‘civil’,

1. A proper study is required to examine and explain the situation that some technologies/trades are more popular than others possibly indicating varying demand corresponding to job market opportunities. Specific research questions are:

• What is the condition of demand or employability of such technologies/trades in the market including opportunities for self employment?

• What are the skills levels of such technologies/ trades?

• What are the opportunities for horizontal and vertical mobility of the skilled persons in such technolo-gies/trades? and

• What is/are the income level(s) of the graduates employed?

2. Lower performance of private institutions is to be more thoroughly investigated especially focused on management aspect. Some possible research questions are: • Is lack of resource a major factor to explain lower performance of this category of institutions – what are the financing system, and problems at providing lab facilities for practical training? • Are the management system (governance) conditions responsible for lower performance? • Operations research may be conceptualized and designed to find effective option(s) to improve efficiency of

1. Capacity building of DTE and BTEB in terms of more manpower to fulfill their responsibilities is essential, but they face difficulties in the process of having the required manpower. They do not get approval of concerned ministry to finance the manpower provision as they plan and propose. BTEB has to have more professional expertise with necessary job related training to ensure brilliance of training programmes in the institutions, proper supervision, monitoring and assessing the performance of institutions; even the existing staffs do not have the necessary skills to do their job.

2. BANBEIS has the responsibility to collect or generate data useful for guiding plans and preparing objective reports on state of implementation of the plans and programmes in the overall education sector. But so far the sub-sector of technical-vocational education and training has remained foreign to this government body. It does not have the required manpower with the required familiarity with the sub-sector, nor does it have a system developed for collecting and managing data to support the sub-sector.

3. Instructional staffs including laboratory instructors are not sufficient in the training institutions to cover each technology or even the basic subjects which require specialization. A teacher with background in one subject has to teach another subject

i) More/New Institutions and technologies

1. More institutions be considered for establishment in the locations currently having fewer institutions;

2. Expansion of training in terms of diversification technologies be also adopted as strategy for keeping pace with the growing demand;

3. DTE, BTEB, BMET and Directorate of Youth, etc., to consider that new course programmes approved/ established in locations where scarcity exists at presents;

4. Establishment of private institutions be encouraged by mobilizing local industrialists and local knowledgeable and influential persons; NSDC and the other authorities concerned be proactive in this regard; and sector specific Industrial Skills Councils be encouraged by NSDC in cooperation with BTEB, DTE and other relevant government bodies;

5. Coordinated planning to take place for making domestic and foreign donor supports available toward eliminating the present shortage of institutional facilities and toward expanding TVET provisions in specific geographic locations where such provisions are inadequate; and technolo-gies/trades in higher demand be covered with quality skills training facilities; and

6. Necessary measures be planned and implemented by the Secondary Education Boards under the Ministry of Education with the support of institutions like BTEB, NCTB, DTE and NSDC to expand facilities for SSC voc and HSC voc training programmes.

ii) Private management’s performance improvement

7. The need for establishment of new institutions and introducing new technologies under private management having provisions to provide quality training be carefully looked at by BTEB and DTE (the key agencies) for ensuring quality training through institutional programmes; existing programmes also be audited properly; based on some systematic inspection jointly done by DTE & BTE, the management process be revamped as an urgent step focused on outcome–input-output relation– in the privately managed institutions; instructional capacity and availability of resource and training equipment in the institutions must be brought under strict surveillance for getting such institutions admissible for taking part in the certification process for their trainees.

8. The current provision of 15 percent seats at HSC voc reserved for SSC voc graduates (and in textile only 30 percent to be raised to encourage participation of more learners at HSC voc; poor learners usually more inclined to taking skills training for easy entry in the job market be further stimulated by provisioning of stipends to such category of learners;

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Key Findings Action measuresrecommended

Further studies/investigations

General/normativerecommendations

‘computer’, ‘electrical’, and ‘electronics’

Textile: ‘textile’

Health technology:‘laboratory’, ‘patient care’, and ‘dental’

HSC voc: ‘electrical works & maintenance’,‘computer operation’ and ‘agro-machinery’

SSC voc: ‘general electricalworks’ and ‘dress making’

Certificate course (short duration):‘computer office application’, and‘database programming’

4. About one fifth of the total enrollment capacity in all the institutions remains not filled in; institutions under private management are weaker in this respect. Institutions offering HSC voc have their capacity filled in to the highest extent (90%); these are followed by institutions offering SSC voc, Diploma and Basic trade in that order.

5. Teacher-student ratio is not to be considered cost-efficient with the number of learners per teacher being 4.4

6. Female participation in TVET presents a depressing picture, as the proportions of female teachers as well as learners are low.

7. Equipment necessary for training of skills specific to given jobs in the training curriculum are not available at about one third of institutions; on top of that five percent of institutions do not make use of equipment

institutions.

3. Skills standard achieved at the completion of SSC voc and/or HSC voc and market relevance of these programmes be determined by applying proper methodology.

4. What are the traditional social-cultural barriers and non-traditional barriers to female participation in TVET? –This issue should be studied for the promotion of female participation in TVET.

5. The overall phenomenon of utilization and non-utilisation of the available training equipments, the factors explaining the problem, and the status of maintenance and management of the equipment, etc., to be examined by adopting direct observation method.

which s/he is not competent for. This situation has to be overcome within a very short time span.

4. The training institutions generally do not work under any standard guideline for providing teachers in various technologies in terms of the specific requirement of each technology. As a result, trainees do not acquire the competen-cies in the technologies they want to learn. Teachers’ qualifications very often are not in harmony with the technical requirements of the training institutions. Minimum standards of qualifications should be determined by experts in the TVET sector for provision of teachers at institutions according to need of the teaching subject and technology.

5. Teachers responsible for teaching technical subjects have to be trained in creative questioning to make proper assessment of skills acquisition of a student in accordance with the expected standard of a level of certification.

6. Certificates awarded by BTEB are to be matched with levels of NTVQF and the process to be fulfilled by the trainees to qualify for certificates according to one or the other NTVQF level. This is the prime responsibility of BTEB to work out with the involvement of relevant experts drawn from academic discipline and practice world.

7. Conceptual clarity of ‘Jobs’ and ‘Skills’ and their empirical referents (or description) has to be made to remove the

9. More institutions be encouraged to offer HSC voc; private institutions be encouraged to introduce this programme with provisions for quality training;

10. The management aspect with special focus on financing system, laboratory facilities for skills training and the main motto of the founders of the privately managed institutions be brought under surveillance of BTEB/DTE in order to ensure conditions necessary for improving the performance of institutions; public authorities awarding grants to be careful about having institutions fulfilling conditions in running TVET programmes; corporate bodies, industries associations and employer associations be engaged in close cooperative relation with the training system to share the cost; and

11. The Industry Skills Councils (ISCs) be proactive in resource generation for training; government policies be adopted for incentives to industries for the latter’s participation in skills training promotion and internship arrangements for learners/trainees at industries with the provision that formal training institutions compulsorily implement internship.

12. Informal sector training opportunities in different skills-based occupational domains under respective ISCs should be brought under a review and guidance system to upgrade the quality of training supported by a proper monitoring arrangement, – the whole arrangement does not have to be a mere regulatory one, but a supporting one.

iii. Training of instructional staff

13. Government to assume in a bigger way the responsibility of supporting training of teachers in the private institutions parallel to those in the public sector; fund provision to be in place for training of teachers;

14. Institutions under private and NGO authorities to be encouraged to engage in quality training provision by introducing business principles to work in a socially beneficial way; principle of marketing to be followed for good product (training) to have better price; training providers to adopt more market development strategies for skills training –encouraging trainees to participate in cost bearing (during and/or after training), taking support from financing institutions to enhance skills training provisions for wage employment as well as entrepreneurial work of graduates, promoting positive social environment for skill training and gainful employment of men and women ultimately removing their poverty;

15. BTEB, DTE and BMET to properly arrange and monitor the teacher recruitment and placement of trained teachers at the training institutions; the trained teachers be supported to work at the training centres/schools with necessary logistics and infrastructure for delivery of skill training; management authorities of institutions to ensure utilisation of facilities institution level and BTEB to monitor this; and

16. Fund provision for training of teachers be ensured with NSDC having mobilized relevant ministries and departments, association of employers, ISCs in various industries sub-sectors, and the Ministry of Planning to

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Key Findings Action measuresrecommended

Further studies/investigations

General/normativerecommendations

available. The grounds reported for non-utilisation of equipment are: ‘instructors not available’, ‘instruments out of order’, ‘operation expensive’ and ‘management careless’, etc.

6. Traditional cultural barriers to female participation in skills training and non-conven-tional occupations and lack of proper orientation to technical jobs equally acceptable to male and female through general education from primary and secondary levels should be thoroughly examined for developing appropriate strategies to advocate a big shift from the present state of general negation toward female participation in skilled technical work.

present state of confusion by TVET experts’ agreement. This is important in the training delivery setting as well as in skills measurement process.

8. Given the strong influence of modern electronic media on knowledge building and attitudinal change female leaders as entrepreneurs and mangers in various skills based employment fields can be invited to media events toward promoting female participation in skills training programme and new fields of employment.

generate resources for sustained fund flow for strengthening of TVET; best utlisation of external supports (donors’ funding) to be ensured through efficient financial monitoring.

iv) Pro-TVET culture development and promotion of Female Participation

17. Awareness and advocacy campaigns at the national level to be organised by the ministries toward promoting participation in TVET particularly of young people with rural and female bias; NGOs, educational institutions working at secondary and post-secondary levels and employers’ associations be mobilized in this regard;

18. A pro-TVET culture to be nurtured with information disseminated through various communication media (using the modern IT system) that skills training is the means to access better employment and earning opportunity and improve the living conditions of under- and unemployed mass (eradication of poverty) in the country; expansion and strengthening of trade areas for female, especially non-conventional trades (like automobile repairing, driving, engineering works, and entrepreneurship) and increase of facilities for female learners and teachers be given serious attention; and

19. Employers’ Associations to be mobilized to have improved the work conditions of female including their safety and security of females at work for increased female participation in TVET and technology based skilled work; enactment and enforcement of laws to be ensured by the government authorities and monitored by industries authority.

20. Well-designed media campaign with support from relevant experts should be undertaken periodically to advocate and enhance positive attitudinal transition at the social-cultural perceptions and views regarding female trades/occupations and accessing new employment opportunities by females.

21. A specific unit may be established under the STEP or SDP to prepare Female Trainers for increasing the volume of female instructors in various trades that should eventually lead to expansion of female participation in skills training.

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ADB (Asian Development Bank) (2011). ‘Skills for Employment’. Concept Paper.

ADB (Asian Development Bank) (2011). Bangladesh: Skills for Employment (Concept Paper), Project Number: 42466 Ahuja A., IbrahimM.(n.d.). An Assessment of Inclusive Education in Bangladesh. Dhaka: UNESCO.

Amin, N. (2002). EMPLOYMENT PAPER2002/4, Working Paperon the Informal Economy, The Informal Sector in Asia from the Decent Work Perspective.Geneva: ILO (First published 2002).

Begum Razia (2009). ‘Reorienting TVET Policy Towards Education for Sustainable Development’., Paper presented at International Experts Meeting on Reorienting TVET Policy Towards Education for Sustainable Development, Berlin, Germany.

CAMPE, Dhaka. Education Watch 2011-2012, Skills Development in Bangladesh: Youth Skills Profile, a national study.

CAMPE (2013). ‘Education Watch (2013) Bangladesh’. Directorate of Technical Education, Ministry of Education, Government of Bangladesh.

FDC & Libra Advisory Group (2010). Bangladesh Social Enterprise Project (BSEP).

GoB (Government of the People’s Republic of Bangladesh) [n.d.]. ‘National Technical Vocational Qualifications Framework (NTVQF)’. Dhaka.

GoB [n.d.]. ‘National Skills Development Policy 2011’. Dhaka: Ministry of Education.

GoB [2010]. ‘Outline Perspective Plan of Bangladesh 2010-2021: Making Vision 2021 A Reality’. Dhaka: Planning Commission, General Economics Division.

GoB (2008). Skills Development Project (2008). ‘Technical and Vocational Education and Training (TVET) Reform Project’. Dhaka: Government of the People’s Republic of Bangladesh.

GoB [2012]. ‘National Strategy for Promotion of Gender Equality in Technical and Vocational Education and Training (TVET). Dhaka, ILO & National Skills Development Council Secretariat (NSDCS).

http://class.chinaacc.com/wenyuan/unesco/04/h0595e.html

http://www.step-dte.gov.bd/download.php

ILO (International Labour Organisation) [n.d.]. ‘ Learning for Job Opportunities: An Assessment of the Vocational Education and Training in Bangladesh’. Bangladesh Development Series, Paper No.16

ILO (Dhaka). ‘ TVET Reform: Gender Mainstreaming into Technical and Vocational education and Training (TVET) in Bangladesh’.

(2014). ‘ Bangladesh Skills for Employment and Productivity (B-SEP) Project (1 January 2014 - 31 December 2018)’ .

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eshImproving Working Conditions in the Ready-Made Garment Sector (RMGP) Programme In

Bangladesh (22 October 2013 - 31 December 2016).

ILO-JOBS Survey and Assessment of Formal and Informal Apprenticeships in Bangladesh (March 2009).

Islam, N. (2012). A Situational Analysis on Skills Development –Policies, Practices and Projects. Dhaka: SkillFULL.

Islam, M. N. (2008). ‘Availability of Data related to Technical and Vocational Education and Training (TVET) in Bangladesh’.

Khan, SalahuddinKasem (2011). ‘Approaches to Skills Development in Bangladesh’, Paper presented at Bangladesh Social and Economic Forum.

Kashem A., KhurshedA.,Chowdhury&A.E. Shears, (n.d.).TVET Developments in Bangladesh.

Lyanne W. (2006). ‘Analysis of Vocational Education and TrainingBangladesh’. WoorDaad.

Mia, Ahmadullah (2010). ‘ Qualifications Frameworks: Implementation and Impact’.Background Case Study on Bangladesh, ILO (Geneva).

Sinha, Indrani and M. Shahjahan M.T. (N.d). The Mid-term Evaluation of Appropriate Resources for Improving Street Children's Environment (ARISE) Project (BGD/97/028/AA/01/99*1). Department of Social Services, Ministry of Social Welfare, Government of Bangladesh, Sponsored by UNDP.

Shamim, M. R. H.,Aktaruzzaman, M.,and Clement, C.K. (2011)“Factors Influencing Use of ICT in Technical &Vocational Education to make Teaching-Learning Effective &Efficient: Case study of Polytechnic Institutions in Bangladesh” .International Journal of Basic & Applied Sciences IJBAS-IJENS,Vol: 11, No: 03, pp. 164-170.

UNDP (United Nations Development Programme) [2011].The MDG Progress Report 2011 (UNDP) states it is highly unlikely that Bangladesh will be able to ensure employment for all by 2015.

UNESCO (2006). Basic Education Studies in Bangladesh 2004-2005. Dhaka: UNESCO.

World Bank (2006). The Bangladesh Vocational Education and Training System: An Assessment. Human Development Unit, South Asia Region. 47042.

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Study Methods, Key Findings, Detailed Discussion and Recommendations

Introduction

The National Skills Development Policy (2011) has been in place now with a futuristic outlook to address the existing deficiencies and to have sufficient skilled manpower quantitatively and qualitatively in the context of increasing demand for such manpower in the domestic as well as overseas market. For implementation of the action measures, the National Skills Development Council (NSDC), Bangladesh Technical Board (BTEB) and the Directorate of Technical Education have significant roles to play.

The purpose of the present survey is to provide some data useful to planning for improving the delivery of skills training at institutions engaged in producing skilled manpower at different levels. The output of simple analysis of the survey data is expected to be a picture of some salient characteristics of skills training of institutions currently delivering TVET in the Bangladesh.

The focus of the survey is limited to ‘formal technical training’ defined as those programmeswhich are accredited by BTEB –– four categories of skills currently in practice for certification by BTEB: Basic trade/short training programme (360-hour duration), Certificate programme (SSC voc and HSC voc), and Diploma (Polytechnic) programme. The institutions covered in the survey are of three categories according to the management authority: public, private and NGO. Geographic coverage of the survey is the whole country – six divisions: Dhaka, Barisal, Khulna, Rajshahi, Chittagong and Sylhet.

Selection of institutions as units for collection and analysis of data has been done by stratifying them (institutions) with respect to geographic region (divisions) as above; however, the selection has been purposive to allow more or less representative character of institutional categories. The criteria that guided the selection process have been:

1. Varying numbers of institutions selected from a division according to the total number of institutions in the respective division – bigger the total number of institutions bigger is the number selected;

2. The same principle as above has been applied in the selection process for the classification of institutions by management authority, type of TVET programmes as per certification level under BTEB, programmes/courses, and technologies/trades offered under the programmes).

Data were collected by using a structured questionnaire administered with the support of Principals of Technical Training Centres (TTC) and also Principals of Technical Schools and Colleges (TSC). A total of 605 questionnaires were distributed but 539 institutions responded.

Annex I 60

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Findings

A huge data set has been generated through the survey. The data refer to the institutions (539) which responded to the questionnaire. The description has taken into account the following aspects of training while reflecting on the variations by region (division) and management authority:

• Basics of institutions providing training facilities i.e. distribution by region, year of establishment, management authority, number of technologies;

• Level/type of programme offered in institutions (as per Certification by BTEB);• Course –technology/trade offered; • Enrollment capacity and actual enrollment students; • Teachers/instructors and their preparations for delivery of training; • Facilities available in the institutions for skill learning by learners; and • Availability and use of facilities to instruct the necessary skills of the courses

provided

Notable variation exists at present in the distribution of TVET institutions; Rajshahi has the highest proportion followed by Dhaka, and Sylhet has the lowest proportion whereas Chittagong has somewhat more than that of Sylhet. Also, a big variation is noted in the distribution of institutions under three authorities (public, NGO & private).

Although Sylhet and Chittagong regions have fewer institutions technologies/trades offered in these regions are more frequent, and they have higher percentage of enrollment capacity filled in.

The highest proportion (51%) of TVET learners are at SSC voc level; this in a way reflects a higher level of demand for (or attractiveness of) this type of programme.

Of the three categories of management authority private management shows the weaker performance.

Among the 232 technologies/trades accredited by BTEB those found more popular than others are:

• under diploma in engineering – ‘Civil’, ‘Computer’, ‘Electrical’ and ‘Electronics’; • under diploma in textile –‘textile’; • under diploma in health technology – ‘Laboratory’, ‘Patient Care’ and ‘Dental’; • under HSC vocational – ‘Electrical Works & Maintenance’, ‘Computer Operation’

and ‘Agro-machinery’; • under SSC vocational – ‘General Electrical Works’ and ‘Dress Making’; and • under certificate course –‘Computer Office Application’ and ‘Database

Programming’

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About one-fifth of the total capacity of formal TVET institutions of the country remains unutilised. The institutions under public authority are better off (capacity more utilized) compared to private institutions.

The institutions that offer HSC voc skills have their enrollment capacity filled in to the extent of 90 percent. Next are the institutions having SSC voc training (84%), and those offer diploma and basic programmes (about 80 percent). Higher proportion of capacity filled in at HSC voc level is perhaps because fewer institutions exist at present to offer HSC voc level while a huge number of learners graduate with SSC voc certificate from large number of institutions. Institutions offering HSC voc level programme are found to exist only under public management.

The number of learners per teacher is 4.4 which do not appear to be cost-efficient in Bangladesh context although it might be effective provided other conditions were made conducive.

Only 15.9 percent teachers have got training in pedagogy and only around one fourth of all the teachers have skills training, which indicates poor quality/competency in teaching/training in order to ensure sufficiency of competency of the graduates.

Female participation in TVET is very low; low is also the proportion of female teachers (21%).

Equipment/tools necessary for training of skills are not available for about one-third of the institutions which indicates a serious concern about the skills level that the graduates have practically gained through institutional training.

Only five percent of facilities available in terms of equipment/tools are not in use. Apparently the finding looks pleasing, yet the issue of available facilities not being used becomes big concern when one-third of the institutions lacking necessary facilities for proper training in defined jobs are added. [The overall situation having deficiency at practical skills training/learning is not pleasant].

Non-availability of raw materials and non-availability of instructor, management weakness, ‘instruments out of order’ and ‘operation expensive’ are often reported reasons for not using the facilities. These conditions are definitely responsible for poor quality of skills training at concerned institutions.

Discussion

This section on discussion has been deliberately placed separately in view of the length of discussion which presumably will be taxing the mind of the readers eager to remain more comfortable with a very brief presentation of findings of the survey. To be sure, the discussion issues as critical ones have been derived from the findings as above and their implications.

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1. Existence of fewer training institutions in some divisions means lesser availability of training facility. This is likely to ultimately give a shorter supply of skilled manpower from these divisions. These divisions have higher concentration of training participants as indicated by higher percentage of enrollment capacity at the institutions filled in. More technologies available in such situation may allow more diversity in training opportunity, yet increased geographic access with the existence of more institutions is important to positively influence participation in the training; and difficulty in accessing opportunity because of absence of institutions in any geographic location would cause deprivation of people from taking the chances for acquiring skills. The situation is to be treated as one condition associated with short supply of skilled work force.

2. Notable variation in availability of institutions is observed by type of authority managing the institutions. NGOs engaged in development activities, especially addressing the disadvantaged population groups through non-formal skills training (usually of short duration) with focus on income generating activities are known to be many in the country, but the number of NGOs engaged in formal TVET are least frequent while their performance is better than the institutions working under either of the two other category of management authority. National and local level NGOs are therefore required to be encouraged to engage in formal TVET for quality skills training across the divisions, especially in the areas where public or privately managed institutions are scanty. The NGOs regulation authority (NGO Affairs Bureau), DTE and BTEB are to work out their strategies for promoting NGO involvement in formal TVET. NSDC in particular has to assume a pro-active role in mobilizing relevant government ministries including those affiliating NGOs in development activities under their jurisdictions for undertaking formal TVET. Resource limits of the indigenous NGOs may be an explanation for their infrequent engagement in formal TVET. External donor support has been available only to some NGOs, not always for formal training which is considered rather expensive in general. Attention of more external donor agencies including INGOs should be drawn to the need for increased formal TVET programmes of NGOs as their (NGOs) experimentations and innovative engagements in non-formal education and vocational training toward reducing poverty is laudable. Also, direct government support for TVET would enhance their involvement in this sector.

3. Performance of privately managed TVET institutions is found to be the lowest – this has to be a big concern for the country in the context of: i) the urgency of developing human resource through quality TVET in the private sector, and ii) the private management authority having the major share (as much as 96%) of the TVET provisions in terms of number of institutions. The study finding deserves special attention in order that the institutions have all necessary conditions for high quality training output. While the demand for skilled manpower has been sharply rising and the competitive state of economy in the developing world including Bangladesh confronting enormous challenges of globalization, the importance of having quality manpower and technology-based industrial products has profoundly increased. The importance of quality performance of the private sector and its expanded role in TVET can hardly be overemphasized in the context as stated above; and the demand situation is further compounded by the large

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in Sylhet division. Institutions under public management authority in Khulna division present a weaker picture in the overall scenario and those under NGO management present a wide variation between the divisions, Dhaka division having the lowest average across divisions and management authority type. Institutions under private management give almost a uniform pattern (not much variation between divisions) although consistently at a lower average number of teachers across divisions except Sylhet.

Table 4.14: Average number of teachers per technology/trade accordingto management authority by division

Management authority

Division Alldivisions Rajshahi Khulna Barisal Dhaka Sylhet Chittagong

4.0 2.7 4.1 4.2 3.9 3.5 3.8

3.1 4.0 5.1 1.6 6.5 - 3.2

3.9 3.4 3.7 3.3 2.8 3.1 3.5

4.0 3.3 3.9 3.5 3.6 3.3 3.6

Employment condition of teachers and gender

We have noted above the average number of teachers per institutions and technology/trade by division and by management authority. In terms of their employment condition, teachers are of three categories: regular, temporary and part time, their proportions being 84.3, 7.0 and 8.7respectively. There are temporary and part-time teachers in all divisions varying between 13.1and 20.8 percent among the divisions. The regular teachers are of overwhelming proportions in terms of employment condition in all the divisions. Part-time teachers are 18.1 percent in Sylhetfollowed by 8.9 percent in Dhaka and 7.4 percent in Rajshahi and Khulna (Table 4.15).

The share of female teachers is very low, less than one-fifth of the total teachers. It is already known that female learners in the TVET sector are yet to be attracted. Very low proportions of female teachers and learners participating in TVET sector seem to be correlated a phenomenon. Gender variation between divisions indicates that female teachers in Dhaka has the highest at 20.8 percent and Sylhet has the lowest at 13.1 percent; they(female) are only 18.4 percent for all divisions taken together (Figure4.10 based on data in Table 4.15. Among all regular teachers (both male & female) female are 18.6 percent; among the temporary teachers female are 17.4 percent and among the part-time teachers female are 16.7 percent.

Among the female temporary teachers the difference between divisions is not much except Khulna and Sylhet in Khulna the proportion is only 1.3 percent; but in Sylhet it is 50 percent which is influenced by very small number of total teachers (6) in this division. The female part-time teachers make the highest at 20 percent in Dhaka and the lowest at 10 percent in Barisal.

On the whole Dhaka and Chittagong have lower proportion of regular teachers compared to other divisions indicating higher proportions in temporary and part-time teachers. For the female teachers in particular Dhaka and Rajshahi have somewhat higher proportions in the regular category.

Public

NGO

Private

All

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Table 4.15: Percent female teachers/instructors in institutions by natureOf employment and division

*Figures in parentheses indicate percentages within the divisions.

Overall, female teachers participating in TVET sector we have already noted to be at a very low proportion. Now looking at the data for these females only by the nature of their employment under different management authorities, we find that there is a variation for those in regular employment (Table 4.16). The NGO authority has the higher proportion in regular employment (90 percent) compared to those in public and private management authorities (80% & and 87.4% respectively). It is also notable that the NGO authority has no female teacher in temporary employment. The public management authority has higher proportion (9.7%) in temporary employment compared to that under private management

Female18%

Division

Nature of employmentAll

Regular Temporary Part-timePercent female

Total teacher

Percent female

Total teacher

Percent female

Total teacher

Percent female

Total teacher

Rajshahi 19.4 2292(87.4) 20.6 136

(5.2) 16.5 194(7.4) 19.3 2622

(100.0)

Khulna 17.5 911(85.5) 1.3 75

(7.0) 16.5 79(7.4) 16.2 1065

(100.0)

Barisal 15.2 466(82.6) 16.7 48

(8.5) 10.0 50(8.9) 14.9 564

(100.0)

Dhaka 21.0 1678(80.8) 19.5 185

(8.9) 20.0 215(10.3) 20.8 2078

(100.0)

Sylhet 12.1 207(79.6) 50.0 6

(2.3) 12.8 47(18.1) 13.1 260

(100.0)

Chittagong 15.7 655(84.0) 20.6 68

(8.7) 14.0 57(7.3) 16.0 780

(100.0)All(%) 18.6 6209

(84.3) 17.4 518(7.0) 16.7 642

(8.7) 18.4 7369(100.0)

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authority (5.6%). Private authority also appears to have the lowest proportion in part-time employment at 7.0 percent whereas the two other categories of management authority (public and NGO) have part-time females almost at the same level, 10.3% and 10% respectively.

Table 4.16: Percent female teachers by nature of employment and by management authority

Teachers with/without pedagogy training

Skill training quality is very much expected to be correlated with competence of teachers which is enhanced to a large extent by training, especially training of teachers in pedagogy. Of all the teachers in the present study, only 15.9 (i.e.16) percent have got training in pedagogy. Institutions under public sector management have the highest proportion (24.7%) with pedagogy training. Those in other two management categories (NGOs and private) have almost the same proportion, uncomfortably much lower, at only around 11 percent (Figure 4.11).

Looking at the variation by proportion of the teachers with pedagogy training in all divisions,it appears that the variation ranges from the lowest 10.4 percent in Dhaka to the highest 23.1 percent in Chittagong (Table 4.17).

In the institutions under public management authority the proportion of teachers with pedagogy training varies from the lowest 13.4 percent in Sylhet to the highest 32.7 percent in Khulna closely followed by Rajshahi (32.3%); Dhaka and Barisal has their proportions closer to that of the lowest in Sylhet. Among the NGO managed institutions there is none with pedagogy training in Sylhet having a total of 13 teachers; in Chittagong there is no institution in the sample of NGO management authority. In the private management category each of Chittagong and Sylhet has the highest proportion with such training (19.7%) and Dhaka has the lowest (7.1%). Khulna has 16.9 percent which is closer to the highest; Barisal and Rajshahi, on the other hand, have 11.7 and 9.9 percent respectively closer to the lowest one (Table 4.17).

Managementauthority

Nature of employmentAll

Regular Temporary Part-time

Public 80.0 9.7 10.3 100.0(370)

NGO 90.0 0.0 10.0 100.0(20)

Private 87.4 5.6 7.0 100.09(63)

All 85.4 6.7 7.9 100.0(1353)

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Table 4.17: Percent teachers having pedagogy training according to management authority by division

Note: Figures in parentheses indicate numbers of total teachers in the categories.

Teachers with/without having skills training

Skills training of teachers make another feature that would contribute to the quality in skills training delivery by the teachers and acquisition of skills or competency by learners. The

Management authority

Division All areas(Total teachers)Rajshahi Khulna Barisal Dhaka Sylhet Chittagong

Public32.3 32.7 18.3 16.7 13.4 27.3 24.7

100%(911)

100%(217)

100%(246)

100%( 705)

100%(217)

100%(381)

100%(2677)

NGO17.9 0.0 16.1 21.1 0.0 - 11.1

100%(28)

100%(64)

100%(56)

100%(38)

100%(13)

- 100%(199)

Private9.9 16.9 11.7 7.1 19.7 19.7 11.4

100% (1831)

100%(826)

100%(325)

100%(1494)

100%(76)

100%(4620)

100%(5014)

All authorities(Total

teachers)

17.3 19.1 14.7 10.4 14.4 23.1 15.9

100%(2770)

100%(1107)

100%(627)

100%(2237)

100%(306)

100%(843)

100%(7890)

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present study indicates that only around one fourth of all the teachers have such training(Figure 4.12). The proportions of teachers in the divisions widely vary from the lowest 14.1 percent in Sylhet to the highest 31.3 percent in Khulna while Barisal and Rajshahi (with 30.6 and 29.1 percent respectively) very closely follow Khulna. The proportions of the teachers having such training in Chittagong and Dhaka (22.9% and 20.8% respectively), on the other hand, stand closer to the lowest one in Sylhet (Table 4.18).

There is no variation between the institutions managed by public authority and NGOs having teachers with skills training; such teachers are about 38 percent in both the categories. On the other hand, the institutions under private management making the major proportion among all the institutions have only a few teachers with skills training (Table 4.18). Whereas the private sector is generally known to be emphasising skills necessity of the workers for higher productivity through training by competent trainers in training institutions the finding of the present empirical study suggests that the behavior tendency among managers/entrepreneurs in the sector is not consistent to what they say.

Variation between divisions for the institutions under public management is quite significant, the highest proportion of 50.7 percent in Khulna closely followed by Rajshahi and Barisal(45.9% and 46.7% respectively), and the lowest at 15.7 percent in Sylhet. The institutions under private management have a relatively small variation among the divisions from the highest (26.2%) to the lowest (11.8%). The institutions in the NGO sector are similar to those in the public sector on this aspect, the lowest being 28.6 percent (in Barisal) and the highest 57.9 percent in Dhaka (Table 4.18).

Table 4.18: Percent teachers having skill training by management authority andby division

Note: Figures in parentheses indicate numbers of total teachers in the categories.

Management authority

DivisionAll

Rajshahi Khulna Barisal Dhaka Sylhet Chittagong

Public45.9 50.7 46.7 31.5 15.7 29.7 37.8

100%(911)

100%(217)

100%(246)

100%( 705)

100%(217)

100%(381)

100%(2677)

NGO57.1 32.8 28.6 57.9 0.0 - 37.7

100%(28)

100%(64)

100%(56)

100%(38)

100%(13)

- 100%(199)

Private20.3 26.2 18.8 14.9 11.8 17.3 19.1

100%(1831)

100%(826)

100%(325)

100%(1494)

100%(76)

100%(4620)

100%(5014)

All29.1

(2770)31.3

(1107)30.6

(627)20.8

(2237)14.1

(306)22.9

(843)25.9

(7890)

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Availability of equipment for training of jobs (specific skills) and variability

It is to be recalled here that 539 institutions covered in the present study offer 97 different technologies/trades under 8 different programmes/courses (Engineering, Textile, Agriculture, Fisheries, Health, HSC voc and SSC voc and Basic) at 4 different levels of certification (Diploma, HSC vocational, SSC vocational and Basic). One institution can offer skill training at more than one level; more than one programme can be administered in one level, and one programme can encompass more than one technology/trade. Thus, it has been found that 539 institutions offer training in 2,180 technologies/trades. This section of the report presents data on availability and use of equipment necessary to teach necessary jobs in 1,899 technologies for which data have been available during the study. [Data on availability and use of equipment for training in 381 technologies/trades were not available during field investigation]. These 1,899 technologies are covered under 583 programmes contained in 573 levels (Table 4.19).

A total of 235,243 ‘ jobs’ (tasks requiring speci�c skills) have been identified in the technologies, which are considered necessary to provide sufficient competency through training in 1,899 technologies/trades. The study shows that necessary equipment are available for 67 percent ‘ jobs’ training; that is, facilities are not available for one third jobs in all the institutions. Variation between divisions with respect to the availability of equipment appears to be rather big ranging between 62 and 83 percent. Chittagong and Sylhet are at the upper end while Dhaka and Barisal are at the lower end of the range (Table 4.19 & Figure 4.13).

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Table 4.19: Percent jobs have equipment available for training by division

* Multiple responses are possible.Note: Figures in parentheses indicate numbers of jobs.

If management authority is considered, proportion of equipment necessary for job/skills not available is as high as 38 percent in privately managed institutions. This indicates that private authorities are not sufficiently careful about keeping their institutions well equipped for imparting quality training. This may be explained by insufficient resource availability or lack of good management or both. Both public and NGO managed institutions are in a better situation to some extent, as they have three fourths of the required facilities for jobs/skills training (Table 4.20 & Figure 4.14), yet may not be regarded as quite satisfactory. Without

Division No. of institutions

Total certification

levels

Total programmes/

courses

Total technologies/

trades

Percent equipmentavailable

Total jobs

Rajshahi 179 187 188 648 62.3(45963) 73772

Khulna 85 89 92 286 66.5(23388) 35182

Barisal 43 47 48 138 75.0(12429) 16569

Dhaka 154 165 169 541 62.6(45613) 72915

Sylhet 19 21 21 72 81.1(7220) 8904

Chittagong 59 64 65 214 83.1(23174) 27901

Total 539 *573 *583 *1899 67.1(157787) 235243

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having the required and proper equipment available for training of skills training learning by learners cannot give sufficient competency to do necessary jobs. In fact course curriculum is designed such that learning is adequate only with the provision and use of only with equipment speci�c to ‘jobs’ according to practical employment situations.

Table 4.20: Percent of jobs having equipment available for training in institution By management authority

* Multiple responses possible.Note: Figures in parentheses indicate number of jobs.

When the programmes are considered for comparison it appears that in the Basic programme, which requires less sophisticated equipment, around three fourths of the equipment required is reported to be available for teaching necessary jobs. On the other hand, in three other programmes (Diploma, HSC voc and SSC voc) equipment are available for 66 – 69 percent; training at Diploma and HSC voc categories in particular appears to be weaker in this respect (Table 4.21).

Management authority

No. of institutions

Total certification

levels

Total programmes/

courses

Total technologies/

trades

Percent equipmentavailable

Total jobs

Public 119 143 143 615 76.6(57751) 75402

NGO 19 20 20 52 75.3(3974) 5280

Private 401 410 420 1232 62.2(96062) 154561

Total 539 *573 *583 *1899 67.1(157787) 235243

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Table 4.21: Percent jobs have equipment available for training by certification level

Note: Figures in parentheses indicate number of jobs.

Whether equipment available according to programme by management authority

We have observed earlier in this study that the type of management authority of training institutions is an important factor to cause variation with respect to several aspects of skill training. Therefore, we have considered that it would be useful to examine if management authority makes a difference with respect to having equipment available in the institutions for imparting proper job training under different programmes. It is indicated by data (Table 4.22)that for Diploma programme (the top level of certification level in the country) availability of equipment in the institutions managed by NGOs is better (with 75%) compared to the institutions managed by private authority (62%); those managed by public authority are at the same level (74.5%)as of NGOs. [It is to be cautioned of course that the percent figure for NGOs is based on a small sample]. In regard to the SSC voc programme of training also,private authority is weaker compared to both public and NGO authorities keeping equipmentavailable. In case of Basic programme, institutions under private authority consistently show weaker position with respect to keeping necessary equipment for job training across the three levels of programme (Diploma, SSC voc and Basic, while the certification level at HSC vocprogramme is not administered by private institutions at all).

Among the specific areas at Diploma level and three other programme categories Agriculturehas higher percent equipment (for 75% jobs), but this may not be regarded as quite satisfactory. Fisheries programme is the weakest one with equipment available for only 54percent of jobs. Basic programme has equipment at 72.5 percent, very close to agriculture programme. For the other programmes variation is within a shorter range between 64 percent and 69 percent (Table 4.23). Engineering, HSC voc and SSC voc programmes stand close to the lower end in terms of availability of equipment.

The situation particularly for engineering programme with only 62 percent job trainingprovision being equipped appears to be uncomfortable indeed given the importance of skill training at this level with increasing market demand.

Certification levelAvailability of facility Total

(Number of jobs/skills)Available Not available

Diploma 66.0 34.0 100.0(152867)

HSC voc 66.3 33.7 100.0(6149)

SSC voc 68.9 31.1 100.0(69928)

Basic 73.1 26.9 100.0(6299)

All levels(N)

67.1(157787)

32.9(77456)

100.0(235243)

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Table 4.22: Percent jobs have equipment available for training according toProgramme (certification level) by management authority

Note: Figures in parentheses indicate numbers of jobs.

Table 4.23: Percent jobs have necessary equipment available for training in engineering and other programmes/courses

Note: Figures in parentheses indicate number of jobs.

Earlier we have observed variation in the availability of equipment for job training by division in the country. It may be of further interest to understand if availability of equipmentvaries by the type of programme within any division (i.e. when division is kept constant).Data in this regard (Table 4.24) indicate that in Rajshahi division Health programme has the highest proportion (82%) of jobs which have equipment for skills training compared to other programmes. Next to health is Basic skills programme having equipment (73%). Fisheries programme has equipment available at a very low proportion (only 32%) of the requirement.

Certification level of

programme under BTEB)

Management authority AllPublic NGO Private

Available (Percent)

Total jobs

Available (Percent)

Total jobs

Available (Percent) Total jobs Available

(Percent)Total jobs

74.5 100.0(45128) 75.3 100.0

(3118) 62.1 100.0(104621) 66.0 100.0

(152867)

66.0 100.06097 - - - - 66.0 100.0

(6097)

83.1 100.0(24171) 72.3 100.0

(1390) 61.0 100.0(44367) 68.9 100.0

(69928)

0.0 100.0(6) 80.3 100.0

(772) 71.4 100.0(5573) 72.5 100.0

(6351)

All levels 76.6(57751)

100.0(75402)

75.3(3974)

100.0(5280)

62.2(96062)

100.0(154561)

67.1(157787)

100.0(235243)

Diploma

HSC voc

SSC voc

Basic

Programme/courses Equipment available Total

Engineering 64.4 100.0(98465)

Textile 66.7 100.0(14882)

Agriculture 75.2 100.0(18509)

Fisheries 54.2 100.0(7896)

Health 71.7 100.0(13115)

HSC voc 66.0 100.0(6097)

SSC voc 68.9 100.0(69928)

Basic 72.5 100.0(6351)

All programmes 67.1(157787)

100.0(235243)

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In other programmes facilities are available between 60 to 69 percent.

In Khulna division fisheries programme has equipment available at a very high proportion (77%) which is close to the highest at 82 percent in Basic programme and next to the highest at 80 percent in Health programme. Textile programme in this division has a very low proportion at 50 percent of the total requirement. Also, Engineering programme has a lowproportion at 62 percent of jobs having equipment required.

In Barisal division Textile programme has a very low proportion at 34 percent, while Agriculture and Fisheries have high proportions at 86 and 83 percent respectively. Engineering programme being an important one does not show on the whole a comfortable picture in regard to availability of equipment for job training – most uncomfortable in Dhakadivision.

Table 4.24: Percent jobs have necessary training equipment available according to programme/course by division

Note: Figures in parentheses indicate numbers of jobs.

Use status of equipment currently available at the institutions

It is understood that mere availability of equipment at the institutions is not sufficient for effective delivery of skills training; actual use of the equipment is equally important. An examination of this aspect in the current study shows that as high as 95 percent of the equipment currently available is being used to train performing technical job; that means only 5 percent are not being used. Apparently this proportion by itself looks small, but when this is added to the proportion of institutions not having equipment for conducting skills training the problem of getting learners properly skilled grows bigger and more complex.

The state of training equipment not being used has to be viewed as an issue of concern, and

Programme Division AllRajshahi Khulna Barisal Dhaka Sylhet Chittagong

Engineering 64.6 62.4 70.0 51.6 82.6 86.0 64.4

Textile 59.0 50.2 33.9 74.4 - 98.1 66.7

Agriculture 59.5 73.4 86.1 89.8 88.1 99.8 75.2

Fisheries 32.3 76.9 83.2 66.4 - 82.4 54.2

Health 81.8 80.0 68.0 57.6 - 93.7 71.7

HSC voc 66.9 70.6 70.4 57.4 71.5 64.1 66.3

SSC voc 62.1 67.4 79.3 71.9 77.2 76.4 68.9

Basic 72.8 82.2 74.9 72.1 88.3 53.2 73.1

All Programmes

62.3 66.5 75.0 62.6 81.1 83.1 67.1

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as such deserves very careful probing into the phenomenon. A separate investigation by adopting direct observation method would be appropriate for the purpose. For the present survey as a whole, the method adopted was to get the informants do self-reporting. Usually in such cases reporting bias from the side of informants is very likely to be frequent, that is, with respect to several information sought in the survey.

Variability in the situations of equipment not used

Notable is the regional variation with respect to the proportions of jobs not using equipment.Khulna and Sylhet have higher proportions (7.8% and 6.7% respectively), the rest of the divisions (Rajshahi, Barisal, Dhaka and Chittagong) range between 4.1 and 4.6 percent. The variation across the divisions ranges between 4.1 and 7.8 (Table 4.25).

Table 4.25: Percent jobs using/not using the available equipment by division

Note: Figures in parentheses indicate numbers of jobs.

Utilisation of the available equipment differentiated by type of management authority indicates that the jobs for which the available equipment are not used are 5.4 percent under public management, 4.7 percent under private management, and only 0.7 percent under NGO management authority (Table 4.26). It looks NGOs are better than the two other types of authorities; and private management is better than public management making use of the available equipment for providing practical skills through institutional training.

The proportion of ‘jobs not using training equipment’ does not look to be a big one in the totality of jobs; but the variation of the phenomenon by type of management authority may not be ignored, because it is after all a significant matter of quality of skills training which is likely to differ by the nature of management of training institutions.

Division Equipment used Equipment not used Total

Rajshahi 95.9 4.1 100.0(45963)

Khulna 92.2 7.8 100.0(23388)

Barisal 95.4 4.6 100.0(12429)

Dhaka 95.9 4.1 100.0(45613)

Sylhet 93.3 6.7 100.0(7220)

Chittagong 95.4 4.6 100.0(23174)

All 95.1(150073)

4.9(7714)

100.0(157787)

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Variation is wider in the proportion of not using the equipment among the specific programmes, the highest proportion being 14.2 percent for Fisheries programme and the lowest 0.5 percent for Health programme. Except for these two extremes the other programmes have variation from 1.0 percent in Agriculture to 6.7 percent in SSC voc and 6.0 percent in HSC voc (Table 4.27).

Table 26: Percent jobs not using the available equipment according tomanagement authority

Note: Figures in parentheses indicate numbers of jobs.

Table 4.27: Percent jobs not using the available training equipment by specific programme

Note: Figures in parentheses indicate total numbers.

Grounds (reported) for not using the equipment available

The problem was followed up by probing into the ‘ grounds for not using’ the instruments available. There were multiple responses. For 2552 situations out of 6177 of ‘non-use’ of

Management authority Equipment used Equipment not used Total

Public 94.6 5.4 100.0 (57751)

NGO 99.3 0.7 100.0 (3974)

Private 95.3 4.7 100.0 (96062)

Total95.1

(150073)4.9

(7714)100.0

(157787)

Programme Using (%) Not using (%) Total (No. of Jobs/skills

Engineering 95.3 4.7 100.0(63438)

Textile 96.9 3.1 100.0(9923)

Agriculture 99.0 1.0 100.0(13920)

Fisheries 85.8 14.2 100.0(4276)

Health 99.5 0.5 100.0(9405)

HSC voc 94.0 6.0 100.0(4075)

SSC voc 93.3 6.7 100.0(48147)

Basic 96.7 3.3 100.0(4603)

Total 95.1(150073)

4.9(7714)

100.0(157787)

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equipment no specific reason was cited. About two-thirds of the remaining situations were explained by one ground, and one-tenth situations by two grounds, and a few situations by 3/4 grounds.

Regional (Divisional) variation with respect to the grounds for non-use of equipmentdeserves attention (Table 4.28). Non-availability of raw materials was the most significant ground (the highest among all the regions) in Barisal, closely followed by Khulna and then Dhaka, whereas this ground was the least responsible one in Chittagong. On the other hand,non-availability of instructor was the highest in Rajsahi, closely followed by Chittagong and Rajshahi, while the least in Dhaka. Management problem was present at the most frequent in Dhaka and relatively frequent in Chittagong. Nearly a half of the situations were explained in terms of ‘instrument out of order’in Sylhet, but the other regions did not have this difficulty.Some other conditions infrequently stated as explanation for not using the existing equipmentwere: ‘operation expensive’, ‘learners unwilling’ and ‘instruments outdated’ .

Table 4.28: Grounds stated for non-use of the available equipment by division – in % of job training situations

Looking for any difference between the management authorities of the institutions as to the grounds reported for ‘ non-use of equipment’, we note that it is at the institutions under private management where absence of the ‘provision of raw materials ’ is more frequent thanat the institutions under public authority or NGOs. For private authority ‘ management

Grounds Rajshahi Khulna Barisal Dhaka Sylhet Chittagong Total

Non-availability of raw materials 25.7 43.2 52.7 38.7 23.4 16.5 33.2

(1713)Non –availability of instructor 28.8 11.2 23.3 8.8 16.7 26.5 18.7

(964)Management problem 7.9 4.5 6.2 37.2 6.8 21.2 19.1

(988)Instrument out of order 13.7 21.3 14.8 5.6 41.9 11.4 12.9

(664)

Operation expensive 7.1 6.5 11.3 10.2 9.5 3.2 8.0(411)

Learners unwilling 8.0 0.2 2.8 5.8 8.1 6.8 5.6(291)

Instrument outdated 2.5 3.0 2.1 0.9 1.8 1.2 1.7(90)

Other reasons 20.6 20.3 8.8 26.2 4.1 20.4 20.5(1056)

Total of grounds (%) 1440(114.4)

661(110.2)

650(122.0)

2274(133.4)

249(112.2)

903(107.1)

6177(119.7)

Total job training situations(response

s)

1259(100.0)

600(100.0)

533(100.0)

1705(100.0)

222(100.0)

843(100.0)

5162(100.0)

Total job training situations 1887 1827 577 1867 486 1070 7714

Total no-response 628 1227 44 162 264 227 2552

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problem’ is the second important ground for non-use of equipment, and the next important ground is ‘ learners yet to enroll’ in the course . Some other grounds reported are ‘non -availability of instructor’, ‘operation expensive’, ‘unwillingness of learners to use equipment’ and ‘instrument out of ord er’ to explain the state of non - use of equipment under private management authority (Table 4.29).

The notable grounds reported under public management (explaining ‘ non-use of equipment’ ) are ‘lack of instructor’, ‘instrument out of order’, ‘lack of raw ma terials’, and ‘lack of capable management’ in that order.

Table 4.29: Grounds (reported) for non-use of the available equipment by Management authority type of TVET Institutions

It is clear from the data that the prominent grounds for non-use of available equipment across the three management authorities are ‘absence of raw material’ , ‘ management problem’, and ‘instruments out of order’. A significant reflection is that the TVE training institutions in the private sector has overall weakness to a higher scale, while this particular sector is the biggest supply source of trained manpower in the country to man productive gainful activities toward poverty reduction. The situation therefore deserves serious attention of the concerned authorities in the areas of skills training provisions (that includes institutions, trainers,

Grounds Public NGO Private Total(N)

Non-availability of raw material 23.0 33.3 43.0 34.9(1802)

Non-availability of instructor 38.0 11.1 15.5 24.6(1269)

Management problem 14.6 22.2 22.3 19.2(990)

Instrument out of order 24.8 11.1 7.3 14.4(741)

Learners yet to enroll 2.1 0.0 16.8 10.8(560)

Operation expensive 6.0 0.0 9.4 8.0(411)

Learners are unwilling 2.9 22.2 7.4 5.6(291)

Instrument outdated 2.9 0.0 1.0 1.7(90)

Others 0.7 0.0 0.3 0.4(23)

Total no. of response(%)

2395(114.9)

9(100.0)

3773(122.9)

6177(119.7)

Total job training situations[responded] (%)

2084(100.0)

9(100.0)

3069(100.0)

5162(100.0)

Total jobs/skills 3132 29 4553 7714

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physical facilities, and equipment/laboratory), industries, labour organizations, employers and employers’ associations, manpower development planning and export, and government planning and finance.

Institutions under NGO management are too few reporting on the issue; and therefore not much credence is given to any information on them regarding the issue under consideration.

In concluding, it is clearly noted that type of management authority of skills training institutions consistently makes difference with respect to how well or not the necessary equipment are provided in institutions and utilized for proper skill training. Some other conditions that influence variation between the training institutions with respect to their role in skilled manpower development are those which may be attributed to characteristics of region/division (environmental and/or administrative),type of training programme the institutions administer(corresponding to the levels of certification by BTEB) and major courses offered in the institutions.

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numbers of job seekers entering the labour market every year. The current trend of Public-Private Partnership (PPP) in the development process of the country has opened a new dimension for strengthening the role of private sector engaged in TVET promotion like in many other areas. The need for capacity building of the private institutions will engross among others management improvement for enhancing the performance of TVET institutions.

4. That SSC voc reflects a higher level of demand for (or attractiveness of) this type of programme is a research question in a major way which should seek to find out the actual grounds of popularity of this type of TVET programme. Records on the results of SSC education in the country consistently show a higher the success rate for SSC voc; this may explain, at least partially, the popularity of this course. The question still remains to be answered why SSC voc level of skills training/education is higher success rate. Other important relevant questions to investigate are: if the training is only at a level which can give easy pass; whether skills level earned by learners is proper as per expectation; how far the management of education/training at the school level is good enough; and most importantly how the large numbers of graduates can be retained in TVET stream of skills acquisition for effective involvement in productivity toward economic growth and poverty eradication. Answers to all these questions would lead to designing action research combined with programmes within both short and long term planning.

5. Given the limited institutional opportunity for skill training in HSC voc programme, TVET set up in the country shows a lacks of balance; this situation is likely to have some negative implications at least in terms of the volume of trained manpower with HSC voc, to get into the employment market. In fact, a large proportion of learners have to discontinue education after HSC; and those who transit to higher skill learning are only a small volume. In other words, the total input from the HSC voc level to higher level of TVET is very small in the country although the potential to positively influence the supply situation is indeed very high.

6. Of the big number of technologies/trades accredited by BTEB some are found more popular than others. Some technologies of engineering at diploma programme are the examples. The finding suggests varying demand for technologies/trades; this deserves to be taken into consideration at the time of enrollment of learners and/or opening of programme and new institutions. The higher proportion of existing capacity of the institutions is filled in at HSC voc programme; this is possibly because fewer institutions are offering HSC voc, while a huge number of learners qualify at SSC voc and they come with their interest to get admitted to HSC voc Institutions offering HSC voc courses exist only to a limited extent which systematically gets in the way of having many young people, especially from the poorer sections, prepared for good skills learning to be gainfully employed and participative in economic growth process.

7. In regard to learners’ total enrollment it is uncomfortably noted that about one -fifth of the total capacity of formal TVET institutions of the country remains un-utilised. Public institutions are better off compared to private institutions, the latter having higher proportion of their existing capacity not utilised. Utilization is the highest in NGOs; they

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work on limited number of seats and as such have their capacity filled in. Noted sometimes is a tendency to open new private institutions and technologies and to have people employed as teachers and staffs. In such cases employment of teacher and staff get importance rather than demand of the technology/trade; or it is motivated by political objective in the locality. In such situation quality of skills training is likely to be compromised.

8. The average number of teachers per technology/trade is 3.6; as such it looks good, but the suitable required number has to vary between technologies depending on the nature of technologies. The present average number of 3.6, which includes teachers responsible for non-technical or general subjects, should not be taken as any standard appropriate for judgmental view. Any idea of standard requirement in this regard is missing in the current staffing of TVET structure.

9. The number of learners per teacher is 4.4. This may not be indicative of efficiency of training particularly in terms of cost. Having an increased number of learners would raise cost efficiency. The present finding suggests that in general the popularity of TVET is yet at a low level; in other words, social recognition or the esteem of technical skills and the nature of occupation (involving manual work) which comes with technical skills is not lofty in the country.

10. Only 15.9 percent teachers have got training in pedagogy and only around one fourth of all the teachers have skills training, which indicates poor quality/competency in the present teaching/training arrangement acquired by the learners whereas they need to have sufficient competency to meet employers’ requirements. Teachers definitely are not only to be competent for imparting skills to learners for doing jobs/tasks (in technical sense) but are also to be able to study and understand the market situation for facilitation of employment of the graduates.

11. Female participation in TVET continues to be at a very low level. This is reflected in the low proportion of female teachers (21%); low is also female student involvement in TVET. Absence of female teachers compounded by limited existence of female biased trades in the context of traditional cultural background of learners as well as parents is a discouraging factor to girls’ participation in TVET. A trend of change, however, is noted in some particular sectors such as garments and tailoring, and electronics, etc., with rapid growth of industries in these sectors. In fact, the image of technical work mostly involving manual labour is not very positive, not considered prestigious especially by middle and upper class people. This is more typical when girls’ involvement is in consideration. It is only the poorer class which would value manual work with technical skills when it comes with higher economic gains which of course ultimately is likely to give one a better social standing as well. Growth of garments and electronics industries only during the most recent few decades have attracted girls to take formal TVET as a career path. Traditional tailoring is still a preferred training for the rural poor girls. The spread of mechanized modern tailoring may attract more girls for dress making jobs in the backward regions of the country.

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12. Equipment/tools necessary to ensure proper skills training are not available at about one-third of the institutions; this presents a serious concern about the skills level that the graduates practically acquire through institutional training. Literature review indicates employers’ dissatisfaction at the skills level that the job seekers presently achieve in relation to the job requirements in work setting and as such they (employers) would prefer to have workers trained on job at their work place.

13. The finding that only five percent of the available equipment/tools are not in use may not apparently look by itself very uncomfortable, but when the figure is put on top of one-third of the institutions lacking such necessary equipment for proper training in defined jobs the issue becomes an alarming one. Thus the problem deserves very careful attention. Similarly the conditions in the training institutions which are opposed to quality training as reported observed at present (‘instructors not available’, ‘instruments out of order’, ‘operation expensive’ and ‘management careless’, etc.) must be addressed by the authorities concerned.

Recommendations

A. Action measures

1. Increased number of institutions should be considered for the locations currently having fewer institutions; at the same time expansion of training in terms of diversification of technologies should also be adopted as an appropriate strategy for keeping pace with the growing demand situation.

2. Directorate of Technical education (DTE), Bangladesh Technical Education Board (BTEB), Bureau of Manpower Education and Training, and Directorate of Youth etc., should consider that new TVET institutions and new technical-vocational course programmes are established/ approved for establishment in areas where scarcity of institution or programmes is known. The authorities concerned will thus try to ensure that TVET facilities are made more demand responsive. Establishment of private institutions should be encouraged by mobilizing local industrialists and local knowledgeable and influential persons. NSDC and the other authorities concerned are to be proactive in this regard. Sector specific Industrial Skills Councils should be encouraged by NSDC in cooperation with BTEB, DTE and other relevant government bodies.

3. Coordinated planning for making domestic and foreign donor supports available can improve the present shortage of institutional facilities. Mobilisation of external donors’ coordination forum functioning in Bangladesh, and relevant government authorities’ involvement in this move can be important steps to ensure that specific geographic locations and technologies/trades in demand are covered with quality skills training facilities.

4. Additionally, some necessary measures could be planned and implemented by the Secondary Education Boards under the Ministry of Education with the support of institutions like BTEB, NCTB, DTE and NSDC to expand facilities for SSC voc and HSC voc training programmes, in order that large numbers of learners may get basic orientation

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of technical skills learning for being attracted to advanced skills training and find thereby good career path for them. The realities must be taken into official cognizance that the scope for moving upward through general education ladder is extremely limited and furthermore the volume of unemployed among the non-technical graduates from the universities has been continually swelling that leads to the rise of many other vices in the society.

5. The need for establishment of new institutions and introducing new technologies under private management having provisions to provide quality training is to be carefully lookedat by BTEB and DTE (the key agencies) in order that every necessary condition is fulfilled to implement quality training through institutional programmes.

6. Currently 15 percent of seats at HSC voc are kept reserved for SSC voc graduates; and in textile only 30 percent of seats are kept reserved for SSC voc graduates. The proportion of having seats reserved should be raised to encourage participation of more learners at HSC voc. Given the situation that poor learners are more prone to taking skills training for easy entry in the job market. The motivation can be further stimulated by provisioning of stipends to such category of learners.

7. More institutions should be encouraged to offer HSC voc. Private institutions also should be encouraged to introduce the programme, of course with provisions necessary to impart proper training.

8. The merit of the style and standard of assessment of learning skills through SSC and HSC voc training is not clearly known (or doubtful) at present. The traditional assessment/examination pattern is not to be treated suitable for judging skills quality. Also, physical settings of the secondary schools in most cases are yet to be made appropriate for vocational skills training; teachers/trainers are to be trained adequately to impart training and to assess objectively the skills acquisition by learners. Creative questioning at SSC and HSC, a move by the government, is a recent one, and the teachers of TVET institutions are yet to be trained to be equipped for skills assessment.

9. Proper adequate measures have to ensure conditions necessary for improving the performance of institutions. One of the areas of meticulous attention is the management aspect. A special aspect of management to be looked into is resource limit for the institutions in the financing system. The privately managed institutions are the ones that require priority attention. It is observed in many cases that the private institutions typically suffer lack of required space/laboratory, equipment for training and skilled trainers in required number, etc. Besides, the genuineness of interest in having private institutions established for quality training is suspected not infrequently. One critical view is that private institutions are established with an objective of having some people provided with jobs as teachers and other staffs rather than expanding quality training facilities. Non-rational interest such as political consideration or commercial gain may work as predominant factor behind establishing private institutions. Authorities to make resources available have to make very careful decision about giving permission to set up institution or awarding financial supports. Positive response to genuine needs are to come from: i)

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public authorities awarding grants under fulfillment of certain rational conditions, and ii) private authorities like corporate bodies, industries associations and employers associations being engaged in close cooperative relation with the training system to share the cost and with individual training institutions in the country extending financial supports which can be recoverable over a reasonable time span.

10. The Industry Skills Councils should be proactive in resource generation for training. Government should allow incentives to industries for the latter’s participation in skills training promotion. Internship arrangements for learners/trainees at industries have to be promoted through government policy and initiatives compulsorily implemented by formal training institutions

11. Government has to assume in a bigger way the responsibility of supporting training of teachers in the private institutions parallel to those in the public sector. In this regard it is important to acknowledge that private sector has more than 90 percent of total TVET institutional coverage. Of course this intervention has to be an important one and necessary fund provision has to be in place for training of teachers in both public and private sectors. Implementation can be in phases, but priority has to be given indeed. [Some recent involvement of the government for improvement of the situation of the private institutions has been in terms of supporting construction of building and provision of stipend for learners is noted in the most recent period; but no training support is available for training of teachers in private institutions].

12. Institutions under private and NGO authorities are to be encouraged to engage in quality training provision by introducing business principles to work in a socially beneficial way. One other principle would be to market good product (training) for better price. The training providers can adopt more market development strategies for skills training. These would include encouraging trainees to participate in cost bearing (during and/or after training), taking support from financing institutions to enhance skills training provisions for wage employment as well as entrepreneurial work of graduates, promoting positive social environment for skill training and better employment of men and women ultimately removing poverty.

13. Teacher training in the TVET sector has to be considered a high priority issue. Private institutions in particular are poorly staffed by competent teachers/instructors. The major authorities BTEB, DTE and BMET have to properly arrange and monitor the teacher recruitment and placement of trained teachers at the training institutions. These institutions will have to have sufficient capacity for training with teacher trainers and equipment. The trained teachers to work at the technical training centres/schools have to have the necessary logistics and infrastructure facilities for delivery of skill training. Centre/School management authorities should be made responsible to ensure such conditions at the institution level and BTEB must monitor this.

14. Fund provision for training of teachers is to be ensured. Apart from national budget provision, NSDC in cooperation with relevant ministries and departments engaged in preparing skilled manpower, association of employers, ISCs in various industries sub-

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sectors, and the Ministry of Planning responsible for making national financial plan has to generate resources for sustained fund flow for developing the skills training activities in the country. Best utlisation of external supports (donors’ funding) is to be ensured through efficient financial monitoring considered in relation to expected outcome.

15. Awareness and advocacy campaigns at the national level are to be organised by the ministries engaged in skilled manpower development programmes. NGOs involved at the grass roots level working on literacy/education and income generating opportunities, educational institutions working at secondary and post-secondary levels, employers’ associations should be mobilized in this regard.

16. Systematic planned efforts are necessary to enhance acceptability of TVET in Bangladesh society at both economic and social-cultural fronts and across different socio-economic groups. A pro-TVET culture has to be nurtured with information disseminated through various communication media (using the modern IT system) that skills training is the means to access better employment and earning opportunity and improve the living conditions of under- and unemployed mass (eradication of poverty) in the country.

17. Also, expansion and strengthening of trade areas for female, especially non-conventional trades (like automobile repairing driving, engineering works, and entrepreneurship) and increase of facilities for female learners and teachers be given serious attention.

18. Systematic advocacy and campaign programmes should be organized at national level initiated by the public authorities under the leadership of NSDC and in cooperation with private and NGO authorities including grassroots organizations. Increased financing in this regard is necessary and has to be accepted by authorities.

19. Currently 10 percent of seats are kept reserved for female learners at the technical training schools. This proportion should be increased to a higher level and the amount of stipend should be enhanced providing incentive to female learners in skills training. Safety and security in employment settings, and attractiveness of occupations or work conditions to be ensured by employers and public authorities making and enforcing legal provisions will enhance girls’ skills training and employment.

20. Employers’ interest to improve the work conditions of female, and safety and security of females at work are important pre-conditions for increased female participation in TVET and technology based skilled work. This aspect has to be monitored by industries authority. Enactment and enforcement of laws are to be ensured by the government authorities.

21. Non-utilization of the existing equipment/tools in institutions attributed to lack of raw materials, non-availability of instructor, management weakness, ‘instruments out of order’ and ‘operation expensive’, etc., must be taken as a serious concern and be addressed by revamping management of the training institutions. The authorities must assume the responsibility to take necessary measures for timely procurement of resources and properly monitor training process for utilisation of equipment/tools.

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Inspectorial responsibilities of the concerned authorities such as BTEB, DTE, BMET or any other concerned body must be performed with professional commitment.

B. Further studies/investigation recommended

1. Some technologies/trades are more popular than others. Possibly this is an indication of varying demand corresponding to job market opportunities. A proper study is required to examine and explain the situation. Surveys may be conducted to answer a number questions in this regard: • What is the condition of demand or employability of such technologies/trades in the

market including opportunities for self-employment? • What are the skills levels of such technologies/trades? • What are the opportunities for horizontal and vertical mobility of the skilled persons

in such technologies/trades? and • What is/are the income level(s) of the graduates employed?

2. Lower performance of private institutions has to be more thoroughly investigated especially focused on management aspect. One possible area of investigation is suggested here that lack of resource is a major factor to explain lower performance of this category of institutions. Two key organizations, BTEB and NSDC are concerned on this issue. First, BTEB has to meticulously look into the institutions through monitoring process with special attention given to quality aspect of skills training and resource management along with other matters that influence the overall management of the institutions. Secondly, NSDC has to explore the possibilities of providing financial support to such agencies and strengthening of their management capacities. Operations research in this regard would be useful to find effective option(s) to improve efficiency of institutions.

3. An investigation would be of good use to get a picture of the reality that should include: (a) the status of the SSC voc completers interested in continuing vocational skills training at HSC but could not get the chance; (b) the proportion of learners moving out of the education system and entering job market, and the state of their employment; (c) skills qualities that the learners who find opportunity for HSC voc training at institution particularly in relation to market relevance. It is imperative that the dearth of data is removed by the authorities which are the immediately relevant ones.

4. It is important to examine if institutions under the private management have been established with a latent of motive of providing job to teachers and other staffs or political objective rather than in consideration of the need for expanding TVET opportunities in the locality.

5. A separate investigation is necessary to understand the overall phenomenon of utilization and non-utilisation of the available training equipment, the factors explaining the phenomenon, and the status of maintenance and management of the equipment, etc. This has to be done appropriately by adopting direct observation method. [Use of Questionnaire as it has been done in the present survey for collecting information on this issue may have

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involved ‘reporting biases’ on the part of informants]. Such investigation should not of course preclude immediate necessary administrative measures by the management.

C. General/normative recommendations

1. Capacity building of DTE and BTEB in terms of more manpower to fulfill their responsibilities is essential, but they face difficulties in the process of having the required manpower. They do not get approval of concerned ministry to finance the manpower provision as they plan and propose. BTEB has to have more professional expertise with necessary job related training to ensure brilliance of training programmes in the institutions, proper supervision, monitoring and assessing the performance of institutions; even the existing staffs do not have the necessary skills to do their job.

2. BANBEIS has the responsibility to collect or generate data useful for guiding plans and preparing objective reports on state of implementation of the plans and programmes in the overall education sector. But so far the sub-sector of technical-vocational education and training has remained foreign to this government body. It does not have the required manpower with the required familiarity with the sub-sector, nor does it have a system developed for collecting and managing data to support the sub-sector.

3. Instructional staffs including laboratory instructors are not sufficient in the training institutions to cover each technology or even the basic subjects which require specialization. A teacher with background in one subject has to teach another subject which s/he is not competent for. This situation has to be overcome within a very short time span.

4. The training institutions generally do not work under any standard guideline for providing teachers in various technologies in terms of the specific requirement of each technology.As a result, trainees do not acquire the competencies in the technologies they want to learn. Teachers’ qualifications very often are not in harmony with the technical requirements of the training institutions. Minimum standards of qualifications should be determined by experts in the TVET sector for provision of teachers at institutions according to need of the teaching subject and technology.

5. Teachers responsible for teaching technical subjects have to be trained in creative questioning to make proper assessment of skills acquisition of a student in accordance with the expected standard of a level of certification.

6. Certificates awarded by BTEB are to be matched with levels of NTVQF and the process to be fulfilled by the trainees to qualify for certificates according to one or the other NTVQF level. This is the prime responsibility of BTEB to work out with the involvement of relevant experts drawn from academic discipline and practice world.

7. Conceptual clarity of ‘Jobs’ and ‘Skills’ and their empirical referents (or description) has to be made to remove the present state of confusion by TVET experts’ agreement. This is important in the training delivery setting as well as in skills measurement process.

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D. Further Recommendations for Action Measures based on Relevant Literature Review

1. NSDC, BTEB, DTE and Industries in public and private sectors should take note of varied innovative initiatives currently being implemented through different organizations, most often supported by external funding, which provide project experience and lessons to promote quality skills training for domestic and overseas employment market. Documentation and compilation of experiences and lessons should be done individually and/or jointly by the above organisations keeping in focus the important aspects of training at a given time. Budgetary allocation has to be available in these organizations for this purpose.

2. Industries should be encouraged to generate funds through Industries Skills Councils (ISCs), already in place in several sectors, in order to strengthen networks of TVET activities both programme and infrastructure wise in their respective sectors.

3. Rural disadvantaged locations and their geographic suitability for specific type of industries and training centres should be regarded as important conditions at establishing training centres. The present shyness of private industries in investing training programme and employing trained workers has to be overcome through planned efforts of sector based ISCs. Private sector should be encouraged to establish training centres in rural areas in particular with quality training facilities which will increase demand for skills training and thereby its marketability. This will promote a positive social climate for technical skills learning.

4. Local civil society organizations (CSOs) should be encouraged to work on campaigning for establishing/popularising a culture of preference among the youth and adult population groups for skills training no less than general education. This should promote the demand market for skills training as well as the supply market. In this respect CSOs have to assume responsibilities to remove lack of sufficient information among the general mass of the society about the skills demand market from the employers’ side.

5. Area based campaign body should be formed by CSOs to popularize technical skills learning and establishing favourable social climate for such learning together with basic education promotion.

6. Numerous NGOs engaged in developmental/poverty reduction programmes and other forms of CSOs engaged in various activities (such as non-formal education for empowerment of the poor and disadvantaged, human rights promotion, prevention of child abuse and exploitation, prevention of trafficking and violence against women, etc.) encouraged to undertake skills training within the framework of national policy for skills development.

7. CSOs should be encouraged by the key players at national level to organize social events to eradicate prejudices and taboos influencing motivation of young population for technical skills learning.

8. Training centres should adopt the strategy for group formation among those who have acquired skills to take up entrepreneurial initiatives where they have common interest.

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The centres should then provide enterprise development and management training to them. The same strategy may be adopted for the potential labour force and provide them with necessary training for entrepreneurial skills development.

9. Entrepreneurial groups can be linked to credit giving institutions working in the country.

10. Soft loan giving provision should be instituted in the country for TVET participants who cannot pay (in full or part) for training, which will be gradually paid back following their employment. Details of the institutional arrangement in this regard have to be worked out. The system will attract trainees form the poorer socio-economic group and will rapidly improve the supply side of skills market.

11. Attraction of the employers to trained workers has to be enhanced by special care given by the training providers to ensure value additions to the competence of workers through training.

12. National level financing institutions should be encouraged through national policy intervention to offer financial supports to private skills training centres and industries to strengthen quality skills development training programmes under appropriate conditions. Details of such conditions have to be worked out by relevant authorities.

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eshTable A-1: Institutions (%) by type of technology/trade by programme/course and

Division

Programme Serial #Name of technology/trade

Rajshahi Khulna Barisal Dhaka Sylhet Chittagong All (N)

Engi

neer

ing

1 Civil 20 20 16 19.2 13.3 20.4 19.3 (72)

2 Computer 22.2 20 16 16.2 26.7 20.4 19.3 (72)

3 Electrical 18.9 20 12 20 13.3 16.7 18.4 (69)

4 Electronics 8.9 11.7 16 9.2 20 14.8 11.2 (42)

5 Mechanical Technology 6.7 5 8 6.2 6.7 11.1 7.0 (26)

6 Architecture 5.6 0 0 6.2 0 5.6 4.3 (16)

7 RAC 1.1 3.3 8 3.1 0 1.9 2.7 (10)

8 Telecommunication 1.1 5 0 3.8 0 1.9 2.7 (10)

9 Power Technology 2.2 1.7 4 1.5 6.7 3.7 2.4 (9)

10 Automobile 2.2 1.7 4 3.1 0 0 2.1 (8)

11Electro medical Technology

1.1 1.7 4 2.3 6.7 0 1.9 (7)

12 Marine 0 5 4 2.3 0 0 1.9 (7)

13 Environmental 2.2 1.7 4 0.8 0 1.9 1.6 (6)

14Construction Technology

3.3 1.7 0 0 0 0 1.1 (4)

15 Food 2.2 0 0 1.5 0 1.9 1.3 (5)

16 Ship Building 0 0 4 1.5 0 0 .8 (3)

17 Chemical 0 1.7 0 1.5 0 0 .8 (3)

18Architecture Interior design

2.2 0 0 0 6.7 0 .8 (3)

19Data Telecommunication

0 0 0 0.8 0 0 .3 (1)

20Instrumentation and Process Control

0 0 0 0.8 0 0 .3 (1)

Total(N)

100(90)

100(60)

100(25)

100(130)

100(15)

100(54)

100(374)

Text

ile

1 Textile 54.5 66.7 50 70.8 - 100 66.7 (32)

2Garments Design & Pattern Making

45.5 33.3 50 29.2 - 0 33.3 (16)

Total(N)

100(11)

100(9)

100(2)

100(24)

-100(2)

100(48)

Agr

icul

ture 1 Agriculture technology 100 100 100 100 100 100

100.0 (45)

Total(N)

100(18)

100(8)

100(6)

100(9)

100(2)

100(20)

100(45)

Fish

erie

s 1 Fisheries 100 100 100 100 100 100100.0 (24)

Total(N)

100(11)

100(4)

100(2)

100(5)

100(1)

100(1)

100(24)

Annex II74

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Hea

lth1 Laboratory 27.3 30.8 33.3 31.1 27.3 29.8 (28)

2 Patient Care 22.7 30.8 0 20 9.1 20.2 (19)

3 Dental 22.7 15.4 33.3 15.6 18.2 18.1 (17)

4 Pharma 9.1 15.4 33.3 13.3 9.1 12.8 (12)

5 Physiotherapy 9.1 0 0 13.3 18.2 10.6 (10)

6 Radiology & Imaging 9.1 7.7 0 6.7 0 6.4 (6)

7Integrated Medical Technology

0 0 0 0 18.2 2.1 (2)

Total(N)

100(22)

100(13)

100(3)

100(45)

100(11)

100(94)

HSC

voc

1Electrical Works & Maintenance

16.2 14.3 25 16.7 23.5 18.5 (23)

2 Computer Operation 13.5 7.1 16.7 15.4 5.6 23.5 13.7 (17)

3 Agro-machinery 13.5 21.4 0 19.2 16.7 11.8 14.5 (18)

4Electronics Control and Communication

10.8 14.3 0 7.7 5.6 11.8 8.9 (11)

5Refrigeration and Air-conditioning

8.1 14.3 8.3 3.8 11.1 5.9 8.1 (10)

6 Welding & Fabrication 8.1 7.1 8.3 7.7 11.1 5.9 8.1 (10)

7 Automobile 5.4 7.1 16.7 3.8 5.6 5.9 6.5 (8)

8Clothing Garments Finishing

2.7 0 16.7 0 5.6 11.8 4.8 (6)

9Machine Tools Operation & Maintenance Trade

5.4 0 0 11.5 5.6 0 4.8 (6)

10Building Construction & Maintenance

2.7 7.1 0 7.7 0 0 3.2 (4)

11 Drafting Civil 5.4 0 0 0 5.6 0 2.4 (3)

12Industrial Wood Working

5.4 0 0 0 5.6 0 2.4 (3)

13Poultry Rearing & Farming

2.7 7.1 8.3 0 0 0 2.4 (3)

14 Fish Culture & Breeding 0 0 0 3.8 5.6 0 1.6 (2)

Total (N)100 100 100 100 100 100 100

(37) (14) (12) (26) (18) (17) (124)

SSC

1General Electrical Works

13.6 15.9 20.5 15.8 15.6 18.415.6 (170)

2 Dress Making 16.3 9.3 16.7 14.1 6.3 11.213.9 (151)

3 Computer & Information 12 7.9 3.8 9.2 9.4 10.4 9.8 (107)

4 General Electronics 7.4 13.9 10.3 9.2 9.4 8 9.1 (99)

5 Building Maintenance 6.7 11.3 9 6.7 6.3 7.2 7.5 (82)

6 General Mechanics 5.3 10.6 9 7 6.3 9.6 7.3 (79)

7Food Processing & Preservation

7.4 5.3 3.8 4.2 0 0.8 5.1 (55)

8 Civil Construction 3.6 2.6 5.1 3.9 6.3 3.2 3.7 (40)

9Refrigeration & Air-conditioning

3.1 3.3 3.8 2.8 9.4 5.6 3.6 (39)

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10 Automotive 2.9 2.6 7.7 2.5 6.3 4.8 3.4 (37)

11 Welding & Fabrication 2.6 2.6 1.3 2.5 6.3 3.2 2.7 (29)

12Poultry Rearing and Farming

3.3 2 2.6 3.2 0 0.8 2.7 (29)

13 Weaving 2.2 1.3 1.3 2.8 0 4 2.3 (25)

14Dying Printing & Finishing

2.2 1.3 1.3 2.8 0 4 2.3 (25)

15 Agro-based Food 3.1 0 2.6 1.8 0 0 1.8 (20)

16 Farm Machinery 1.2 3.3 0 2.1 6.3 1.6 1.8 (20)

17Fruit & Vegetable Cultivation

2.2 0.7 0 1.4 0 0 1.3 (14)

18 Machine Tool Operation 0.7 0.7 0 1.8 3.1 0 .9 (10)

19 Electrical Maintenance 0.2 0.7 1.3 1.4 0 2.4 .9 (10)

20 Wood Working 0.7 0.7 0 0.7 3.1 1.6 .8 (9)

21 Civil Drafting with CAD 0.7 1.3 0 0.7 3.1 0 .7 (8)

22 Plumbing & Pipe Fitting 0.5 0.7 0 1.1 0 1.6 .7 (8)

23Architectural Drafting with CAD

0.7 0.7 0 0.4 3.1 0.8 .6 (7)

24 Fish Culture & Breeding 0.7 0 0 1.1 0 0 .6 (6)

25 Mechanical Drafting 0.2 0.7 0 0.4 0 0.8 .4 (4)

26Livestock Rearing and Farming

0.2 0.7 0 0.4 0 0 .3 (3)

27 Patient Care 0 0 0 0.4 0 0 .1 (1)

28Shrimp Culture & Breeding

0.2 0 0 0 0 0 .1 (1)

Total(N)

100(418)

100(151)

100(78)

100(284)

100(32)

100(125)

100(1088)

Bas

ic

1Computer O�ce Application

26.4 26.5 29 25 23.5 28.6 26.3 (89)

2 Database Programming 16.1 25 16.1 10 11.8 8.6 15.1 (51)

3Hardware and Networking

5.7 11.8 9.7 10 11.8 11.4 9.5 (32)

4Electrical Housing Wiring

9.2 10.3 6.5 7 5.9 8.6 8.3 (28)

5Graphics Design and Multimedia

10.3 2.9 16.1 6 11.8 8.6 8.0 (27)

6Dress Making and Tailoring

1.1 5.9 0 10 0 2.9 4.7 (16)

7 Mobile Phone Servicing 2.3 1.5 3.2 3 5.9 5.7 3.0 (10)

8 Plumbing & Pipe Fitting 1.1 0 3.2 4 11.8 5.7 3.0 (10)

9Refrigeration and Air Conditioning

2.3 1.5 3.2 4 5.9 2.9 3.0 (10)

10 Auto CAD 2D & 3D 3.4 4.4 0 2 0 2.9 2.7 (9)

11 Welding & Fabrication 3.4 1.5 0 4 5.9 0 2.7 (9)

12Driver Cum Auto Mechanics

5.7 1.5 0 1 0 2.9 2.4 (8)

13Masonry And Rod Binding

1.1 0 3.2 5 5.9 0 2.4 (8)

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14 General Electronics 0 1.5 3.2 5 0 0 2.1 (7)

15 Aminship 1.1 1.5 0 0 0 5.7 1.2 (4)

16 Radio & TV Syllabus 1.1 1.5 0 1 0 2.9 1.2 (4)

17Motor Cycle and Mishuk

1.1 1.5 0 1 0 0 .9 (3)

18Food And Beverage Production

3.4 0 0 0 0 0 .9 (3)

19 4G Welding 0 0 3.2 0 0 0 .3 (1)

20 6G Welding 0 0 0 1 0 0 .3 (1)

21 Apparel Merchandising 1.1 0 0 0 0 0 .3 (1)

22 Auto-mechanics 0 1.5 0 0 0 0 .3 (1)

23 Block Batik & Printing 1.1 0 0 0 0 0 .3 (1)

24Building & Architectural Drafting

0 0 0 0 0 2.9 .3 (1)

25 Food & Beverage 1.1 0 0 0 0 0 .3 (1)

26Food Processing & Preservation

0 0 3.2 0 0 0 .3 (1)

27 House Keeping 0 0 0 1 0 0 .3 (1)

28 Travel Tour Operation 1.1 0 0 0 0 0 .3 (1)

Total(N)

100(87)

100(68)

100(31)

100(100)

100(17)

100(35)

100(338)

Oth

ers

24Certi�cate In Dental Technology

0 8.3 6.7 - - 0 4.4 (2)

25Certi�cate In Patient Care Technician

0 8.3 6.7 - - 0 4.4 (2)

26Certi�cate In Paramedical

0 8.3 6.7 - - 0 4.4 (2)

7 General Electrician 0 0 6.7 - - 9.1 4.4 (2)

29 Secretarial Service 0 16.7 0 - - 0 4.4 (2)

30 Mechanical 14.3 8.3 0 - - 0 4.4 (2)

1 Leather Technology 0 0 0 - - 9.1 2.2 (1)

2Computer Hardware and Networking

0 0 0 - - 9.1 2.2 (1)

3Computer Graphics Design

0 0 0 - - 9.1 2.2 (1)

4Diploma in Medical Technology

0 0 0 - - 9.1 2.2 (1)

5Certi�cate in Paramedics

0 0 0 - - 9.1 2.2 (1)

6Certi�cate in Pharmacy Technology

0 0 0 - - 9.1 2.2 (1)

8 Diploma In Engg. 0 0 0 - - 9.1 2.2 (1)

9 MRTC/Trade 0 0 0 - - 9.1 2.2 (1)

10 Carpentry 0 0 0 - - 9.1 2.2 (1)

11 Auto Motive Basic 0 0 6.7 - - 0 2.2 (1)

12 Industrial Electrician 0 0 6.7 - - 0 2.2 (1)

13 Farm Machinery 0 0 0 - - 9.1 2.2 (1)

14 Secretarial Science 14.3 0 0 - - 0 2.2 (1)

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15 Knitting 14.3 0 0 - - 0 2.2 (1)

16 Basic Electronics 14.3 0 0 - - 0 2.2 (1)

17 AsceticCeiling 0 0 6.7 - - 0 2.2 (1)

18Electrical wiring Insulation

0 0 6.7 - - 0 2.2 (1)

19 Water proo�ng 0 0 6.7 - - 0 2.2 (1)

20 Timber and door 0 0 6.7 - - 0 2.2 (1)

21 Aerospace 0 0 6.7 - - 0 2.2 (1)

22 H.S.C BM (Accounting) 0 8.3 0 - - 0 2.2 (1)

23H.S.C B.M (Computer Operation)

0 8.3 0 - - 0 2.2 (1)

27Certi�cate In Laboratory Medicine

0 0 6.7 - - 0 2.2 (1)

28Certi�cate In Patient Care

0 0 6.7 - - 0 2.2 (1)

31 Dress Making 0 8.3 0 - - 0 2.2 (1)

32 Accounting (TRAD) 0 8.3 0 - - 0 2.2 (1)

33 Banking (TRAD) 0 8.3 0 - - 0 2.2 (1)

34Enter Friendship Development

0 8.3 0 - - 0 2.2 (1)

35Diploma In medical Ultra Sound

14.3 0 0 - - 0 2.2 (1)

36 General Electrician 14.3 0 0 - - 0 2.2 (1)

37 Tails Fitting 0 0 6.7 - - 0 2.2 (1)

38 Serving 14.3 0 0 - - 0 2.2 (1)

39 General Electronics 0 0 6.7 - - 0 2.2 (1)

Total(N)

100(7)

100(12)

100(15)

- -100(11)

100(45)

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TVET Providers Survey (TPS) 2012Questionnaire for Formal Training Providers

[Please write or put tick marks () as appropriate]

Institution Category ( Put [] ) Questionnaire number District1.

Diploma2.

Vocational3.

BasicEngg Tex Ag Fish Health HSC SSC

1 2 3 4 5 6 7 8

Name of Trade/Technology: Electronics Technology

1. 1.1 Name of Institution: ....................................... 1.2 Year of: establishment.........................................2. Address: 2.1 Road/Mahalla:........................ 2.2 UZ/Thana: ............................... 2.3 Dist.: ....................3. 3.1 Geo code: ................................................... 3.2 Institute code: ..............................................................4. 4.1 Email: .......................................................... 4.2 Website: ....................................4.3 Fax: ......................5. Phone/cell no.: 5.1 Institution: .....................................................................................................................6. 6.1 Name of Respondent: ............................................................... 6.2 Designation: ................................7. Management Authority of the Institution: 7.1 Public 7.1.1. Department............................................. 7.1.2 Ministry: ............................................ 7.2 NGO Fully self financed Fully donor supported Partly donor supported Partly government supported Others (specify): ........................................... 7.3 Private Fully self financed Fully donor supported Partly donor supported Partly government supported Others (specify): ...........................................

8. Details of Courses Offered:

Seria

l

Name of technology / trade / courses[Write one course in one row in following sequence:First, all diploma courses, if anySecond, all vocational courses, if anyThird, all basic courses, if any]

Course Offered (put tick [])

Enrolment Capacity

Enrolmentin 2012

1. Diploma 2.Vocational 3.Basic

Engin

eerin

gTe

xtile

Agric

ultur

eFis

herie

sHe

alth

HSC

SSC

1 2 3 4 5 6 7 8123456789101112

Note: If more than 12 courses please add another first page

Sample Instrument of primary data collection

Annex III79

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Annex IV 86

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• Informal apprenticeships are not regulated and no formal certification is awarded to apprentices; there is no system for recognition of existing skills and informal learning to allow labour movement resulting in a serious wastage of skills within the whole economy.

Skills development and economic growth: Continuing critical issue for poverty reduction

In order to enhance labour productivity and to respond effectively to fast changing skills requirements at home and abroad, skills development is the critical need. Economic growth demands increased productivity, enhancement and sustaining the competitiveness of in the economy. Economic growth and poverty reduction can be attained by having skills training fitted to the emerging skills demand. Skills training would facilitate diversification of the production and export composition of the economy. It has been stated that Bangladesh is currently competitive in the global market producing and exporting some “low -value, low-priced items”.

The skills profile of the labour force in Bangladesh is currently rather inadequate to reap the dividends of skills competitiveness in an increasingly competitive world market. The training programmes have little scope for flexibility in the courses offered; and continuous revision of curriculum is less than desired. Rigidity is responsible for the mismatch between the skill generation and its utilisation. The provision of training facilities is not demand driven, and hence there is little scope for recovery of cost. Only a small proportion of the civilian labour force possesses technical skills, mainly males, and negligible percentage of girls possess vocational and technical education.

As stated earlier, the exclusion of the under-privileged youth, school dropouts and poor adult women is a critical limitation of the existing training system. These excluded groups are only addressed to some extent through short non-formal or informal vocational training activities by several ministries and NGOs through their income generating approach to poverty reduction. The effectiveness of such training has hardly been studied. Certification of the training in this category is not covered by nationally recognized qualifications framework. Each individual agency administering its training on regular or ad hoc basis follows its own style and standard taken to be in correspondence with its own programme objectives. Most often trainers themselves are untrained and skill learning of the trainees is too inadequate to ensure good employment and earning. Poverty reduction effects of the present training programmes, the contents and styles of their administration, can be enhanced by ensuring the competencies of workers fulfill nationally recognized qualifications requirements.

The participation of female in formal sector wage employment and self-employment has been on increase, but their enrollment in VTIs is low. Vocational programmes at the secondary school levels, introduced some years ago, have stereotyping of courses offered for femalesuch as dress making and food processing. Garment sector employers take mostly women workers and prefer to provide ‘on-the-job’ training. Skills training on various trades of garments manufacturing technology could be promoted through well-prepared curriculum of

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well-managed training institutions. Arrangement could be made for increasing employers’ interest in such institutional training and involvement in designing and administration of training.

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Other policies likely to have bearings on skills development

Bangladesh National Education Policy (2010)

The Bangladesh National Education Policy envisions a society with people having acquired quality education and modern and updated knowledge of science and technology, its people transformed into skilled human resource so that they may contribute to eradicate illiteracy and poverty. Through the expansion of technical and vocational education, the vast pool of human resource of the country will effectively compete with the emerging technological advancement in the global society. Particularly the large youth population of Bangladesh will have to be turned into a professional and skilled human resource.

Skills development is one of the important components of continuing education. There are approximately 18 ministries, who are directly or indirectly linked to activities related to skills development. Apart from the government, NGOs and private sectors are also involved in promoting skills development. A range of skills development trainings and support schemes are provided by these institutions. Skills development includes life-skills, trade courses,vocational trainings and technical education. It addresses different types of learners, namely non-literate, semi-literate, literate and formal graduates and delivered through formal, non-formal, informal manners. The whole gamut of skills development is quite complex and diverse and requires a little sketching.

Both Bangladesh National Education Policy (2010) and National Skills Development Policy (2011) seek to provide the 15-45 school dropouts and neo-literates with values, professional skills and reading circles involving local communities and universities. The policies seek to rationalize and expand TVET programmes to cover this group, including strengthening the informal training system.

Sixth Five Year Plan

Referring to vocational technical education the Sixth Five Year Plan observes that the impact of the public sector VTE on poverty alleviation is undermined in two ways. It mainly serves the urban young males who have completed at least the eighth grade. The rural poor, who do not survive progression to grade 9, are mostly ruled out. The failure to diversify its clientele and to make the programmes more flexible, adaptable and responsive to market needs and geared to the informal economy suggests that the VTE is failing to help the poor improve their employment and income opportunities. In this context the Plan commits to expansion and modernization of TVET to meet market demands by improving link between training and job market. It aims at extending greater benefit to the poor and women by introducing ICT and technical education to secondary level institutions. Envisaged are covering pockets of disparities and introduction of technical and vocational courses in Madrasah. Increased attention to reducing inequality by building the

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skills of the poor, women, and excluded groups and raising their income-earning capability through better-quality and more-relevant and inclusive education, and greater access to learning opportunities is in the vision of Bangladesh. The Sixth Plan aims at getting improved quality and relevance of TVET and thereby to increase equity in access to TVET considering market demand, and to enhance employability of the TVET graduates. Thus the Plan makes the right direction of developmental choice.

The National Policy on ICT

The National Policy on ICT of Bangladesh has also laid emphasis on extending the reach of ICT literacy throughout the country by incorporating ICT courses in secondary education and technical and vocational education and training (TVET) programmes. The Sixth Plan also aims at increasing numbers of skilled workers including those in information technology at different levels of skills to meet growing demands both in the domestic and international markets. Some of the key strategies are:

• In all institutions including Madrasahs, pre-vocational and IT education will be introduced in grade 6 to 8;

• Equivalencies will be established between formal vocational education after grade 8 and four grades of national skill standards. Tertiary technical education will be open to vocational graduates from formal courses as well as those who achieve required skill standards;

• Teacher training will be improved and teachers will have attachment in industries as part of training. A Technical Education Teacher Recruitment and Development Commission has been proposed;

• A vocational training institution will be established in each upazila. The range of courses offered in secondary and technical institutions will be expanded;

• All vocational technical education and training institutions will be brought under the jurisdiction of the Directorate of Technical Education;

• Non-government institutions will be supported with MPO funds and grants for equipment; and

• Part-time courses and use of facilities in second shifts will be encouraged.

Bangladesh Youth Policy

The Bangladesh National Youth Policy 2003 has been adopted with a view to consolidating applied education and skill development training in order to create scope and opportunities of employment and empowerment of the youth. A special focus is on supporting the unemployed youth toward self-employment by proper utilization of local resources and provisioning of loans. To that end it has been envisaged that vocational education would be expanded so that the youth, especially the underprivileged, would have increased access to employment opportunity, can become self-reliant and can contribute to economic productivity. Programmatically, within the above policy framework, the Department of Youth Development in the Ministry of Youth and short term training of 1 to 6 months’ duration on various trades. Some other ministries also administer programmes aiming at

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development of youth population in some way.26

Vision 2021

The government of Bangladesh commits itself to Vision 2021 which subsumes combating poverty, building Digital Bangladesh and moving the country to the rank of middle income countries, citizens having every basic needs met and the development stays on the fast track with ever-increasing rates of inclusive growth.

26 The programmes for youth under other ministries are the following: Ministry of Women’s and Children’s A�airs provides short courses for women in areas like poultry, dairy, livestock, food processing, plumbing, and electronics; Ministry of Social welfare, Ministry of Education, Directorate of Ansar and Village Development Party (VDP) under the Home Ministry and the Bangladesh Small and Cottage Industries Corporation provide TVET programmes. Private sector institutions are also increasing, especially in the IT sector in response to demand for skilled and semi-skilled workers at home and overseas.

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List of participants engaged in collecting TVET data from institutions

Sl. No Name, Designation & Address Mobile & E-mail 01. Dr. Syed Abdul Aziz.

Principal Technical School & College, Panchagar.

Mobile: 01558301680 mail: syedaziz61@ gmail.com

02. Md. Ayub AliPrincipal Technical School & College, Thakurgaon.

Mobile: 01558315177

03. Md. Ramzan AliPrincipal Technical School & College, Dinajpur.

Mobile: 01714170707mail: tscdinaj@gmail.com

04. Eng. A. K. M. Mostafizur RhamanPrincipal Technical School & College, Nilphamari.

Mobile: 01558510116

05. Md. Nazrul IslamPrincipal Technical School & College, Lalmonirhat.

Mobile: 0159161516mail: tsclal@yahoo.com

06. Md. Anwar HossainPrincipal Technical School & College, Rangpur.

Mobile: 0152164652mail: rtsc.rangpur@gmil.com

07. Md. Zamider Rahman Principal Technical School & College, Kurigram.

Mobile: 01715016707mail: tsckuri@gmail.com

08. Md. Jahidul HuqPrincipal Technical School & College, Gaibandha..

Mobile: 01710245433

09. Md. Belal HossainPrincipal Technical School & College, Joypurhat.

Mobile: 0157162230mail: engrmdbelalhossain@gmail.com

10. Md. Aminur RahmanPrincipal Vocational Teachers Training Institute, Bogra.

Mobile: 01715123934

11 Sri Jagonnath Sarkar Chief Ins. (ELC) Principal Technical School & College, Noagaon.

Mobile: 01718056951mail:

12. Md. Alauddin Chief Ins. (ELC) Technical School & College, Chapainaowabganj.

Mobile: 01718151146mail: tscchapai@gmail.com

13. Md. Mahbubur Rashid TalukderPrincipal Technical Training Center, Rajshahi.

Mobile: 01721761598mail: ttcraj@gmail.com

14 Name:Principal Technical School & College, Natore .

15. Md. Rezaul HoquePrincipal Technical School & College, Kustia.

Mobile: 01712643701mail: engr.rhoquektsc@gmail.com

16. Md. Siddiqur RahmanPrincipalTechnical School & College, Meherpur.

Mobile: 01711578235mail: principaltscm@yahoo.com

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17. Md Masrequl Islam Principal Technical School & College, Chuadanga.

Mobile: 01552481476mail: rektsc@gmail.com

18. S.M. Tarikul IslamPrincipal Technical School & College, Jhenaidah.

Mobile: 01777451459mail: jhenidah.tsc@gmail.com

19. Md. Khalilur RahmanPrincipal Technical School & College, Magura

Mobile: 01716610775mail: tscmagura@yahoo.com

20. Md. Sanowar HossainPrincipal Technical School & College, Narail.

Mobile: 01712242437mail: sanower13@yahoo.com

21 AKM Shamsuddin Principal Technical School & College, Jessore.

Mobile: 01552481476mail: tsc.jessore@gmail.com

22 Md. Modasser AliPrincipal Technical School & College, Satkhira.

Mobile: 0767470575mail: stsc76@yahoo.com

23. Md. Mehedi Hasan Principal Technical Training Center, Khulna.

Mobile: 01710490997mail: mehedi92buet@yahoo.com

24 Md. Mahbubur RahmanPrincipal Technical School & College, Bagerhat

Mobile: 01710964615

25. Md. Fayejul BariPrincipal Technical School & College, Pirojpur.

Mobile: 0716193546mail: fayejulbari@yahoo.com

26. Sheikh Moniruzzaman Principal Technical School & College, Barguna.

Mobile: 01718026639

27. Abdul MalequePrincipal Technical School & College, Patuakhali .

Mobile: 01776793253

28. Md. Ziaul HaquePrincipal Technical School & College, Bhola .

Mobile: 01558312764

29. Md. Abdul JabberPrincipal Technical School & College, Jhalokathi.

Mobile: 01715150037mail: tscjhalokathi@gmail.com

30. Nihar Ranjan BormonChife, Ins. Technical School & College, Barisal.

Mobile: 01710014616

31. Md. MoniruzzamanPrincial Technical School & College, Jamalpur.

Mobile:01733-157699

32. PrincipalTechnical School & College, Sherpur.

33. Eng. Rafiqul AminPrincipalTechnical School & College, Sheylet.

Mobile: 01747150084

34. Kazi Masbahul IslamPrincipalTechnical School & College, Moulovibazar.

Mobile: 01716338848

35. Habibur Rahman PrincipalTechnical School & College, Hobiganj.

Mobile: 01554314268

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36. Kafil Uddin Ahmed Principal Technical School & College, Laxmipur.

Mobile:01190717139

37. Md. Mahbubur Rahman Principal Technical School & College, Maijdee, Noakhali.

Mobile:01558302005

38. Md. Abdul Awal Principal Technical School & College, Feni.

Mobile:01717218002 mail: awa17654@gmail.com

39. Md. Abdul Khaleque Mia Principal Technical Training Center, Chittagong .

Mobile:01919842749

40. Md. Nurul Hakim Principal Technical School & College, Khagrachori.

Mobile:01556538883 mail: khagracharitsc2011@gmail.com

41. Md. Nuruzzaman Instructor Technical Training Center, Rangamati.

Mobile:01732927913

42. Md. Abdul Majid Principal Technical School & College, Bandarban.

Mobile:01558344124 mail: bandarbantsc@gmail

43. Md. Shorab Principal (In-charge) Technical School & College, Cox’s bazaar.

Mobile: 01718888765

44. Bimol Kumar Pandit Ins: Math Technical School & College, Sunamganj.

Mobile: 0178116812

45. Md. Afzal Hossain Principal Technical School & College, Sirajganj.

Mobile: 01715081601

46. Md. Hafizur Rahman Principal Technical School & College, Pabna.

Mobile:01712247418 mail: hafiz2830@gmail.com

47. A.H.M. Azharul Haque Principal, Technical School & College, Shariatpur.

Mobile: 01715-421456 mail: azhar.tsc@gmail.com

48. Md. Shirazul Islam Technical School & College, Madaripur.

Mobile: 019801237

49. Nuruddin Ahmed Principal Technical School & College, Gopalgonj.

Mobile: 01712161534 mail: gtscgopalganj@gmail.com

50. Principal Technical Training center, Faridpur.

51. Md. Mizanur Rahman Principal Technical School & College, Rajbari.

Mobile: 01711107696 mail: rtscmizan@yahoo.com

52. Md. Abul Kalam Azad Principal Technical School & College, Tangail.

Mobile:01715135665 mail: tangtsc1973@gmail.com

53. Rina akhter Jahan Principal Technical Training Center, Mymensing.

Mobile: 01714822316

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54. Principal (In-Charge)Technical School & College, Netrokona.

55. Md. Saedur Rahman PrincipalTechnical School & College, Kishoregonj.

Mobile: 01716683457mail: kishortsc@yahoo.com

56. Md. Sirazul IslamPrincipal Technical School & College, Brahmanbaria.

Mobile: 01552479142mail: bbaratsc@gmail.com

57. Muhammad Ali Principal Technical Training Center, Comilla.

Mobile:01556331624mail: comittc123@yahoo.com

58. Muhammad SolaimanPrincipal Technical School & College, Chandpur.

Mobile:01558308891mail: msolaiman66@gmail.com

59. PrincipalTechnical School & College, Manikganj.

Mobile: 02-7710357mail: tscmanikganj@gmail.com

60. Md. Monirul Islam ChowdhuryPrincipal Technical School & College, Munshigonj.

Mobile: 01913386885

61. Md. Akheruzzaman Principal Technical School & College, Narshingdi.

Mobile: 01911916578

62. Haripada Chandra Pual Principal Technical School & College, Gajipur.

Mobile: 01711338351mail: hrpdpaw@yahoo.com

63. Md. Rashid Al Mamun Mridha Principal Technical School & College, Narayangonj.

Mobile: 01552496193

64. Md. Shazzad HossinPrincipal Bangla- German Technical Training center, Mirpur, Dhaka.

Mobile: 01715158153mail: bgttc.1965@yahoo.com

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National Skills Development Council Secretariat (NSDCS)1st Floor, Telecom Training Centre, Tejgaon, Dhaka-1208.

Tel: 8891091, 8891093, 8891096, Fax: 8891092E-mail: nsdcsecbd@yahoo.com, Web: www.nsdc.gov.bd