SurveyReport-TVET Providers BD PDF

Survey of TVET Providers
Bangladesh
Ahmadullah Mia
Md. Rezaul Karim
Organised by
Dhaka, Bangladesh
National Skills Development Council Secretariat (NSDCS)

2014 - 2015
Funded by
Bangladesh Technical Education Board
Survey of TVET Providers
Bangladesh
Ahmadullah Mia, Ph.D1

Md. Rezaul Karim, Ph.D2
Organised by
Funded by
Dhaka, Bangladesh
2014 - 2015
1
Professor and Dean, Faculty of Social Sciences, University of Development Alternative (UODA), Dhanmondi, Dhaka.
2
Professor of Social Work, Jagannath University, Dhaka.
1st floor, Telecom Training Centre
Tejgaon, Dhaka-1208.
Please visit: www.nsdcbd.gov.bd
Contact: 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
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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 Alam Convener (Current)

Chief Executive Officer (Additional Secretary)
NSDC Secretariat
Jiban Kumar Chowdhury Convener (Former)
Ex. CEO (Joint-Secretary)
NSDC-Secretariat
Abdur Rafique Advisor
National Programme Coordinator
ILO, Dhaka.
Ahmadullah Mia, PhD Research Team Leader
Professor and Dean, Faculty of Social Sciences
University of Development Alternative (UODA)
Dhanmondi, Dhaka
Quazi Afroz Jahanara Member
Professor
Deptt. of Science, Mathematics and Technology Education,
IER, Dhaka University
Abdul Hoque Talukder, PhD Member
Secretary
Agargaon, Dhaka.
Haripada Das, PhD Member
Senior Program Officer
ILO, Dhaka.
Napal Chandra Karmaker Member- Secretary
Deputy Director (Associate Professor)
NSDC-Secretariat, Dhaka.
Technical Support Team

Md Rezaul Karim, PhD
Professor
Jagannath University, Dhaka
Mohammad Mojibur Rahman

Asst. Professor
Deptt. Of Non- formal and Continuing Education
IER, University of Dhaka.
SM Shahjahan
Deputy Inspector
Agargaon, Dhaka
Sayedur Rahman
Attached Officer, Research
Directorate of Technical Education
Agargaon, Dhaka
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 of
the 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 Alam

Chief Executive Officer (Additional Secretary)
NSDC Secretariat
i
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.
ii
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
iii
Acronyms
ADB Asian Development Bank

BANBEIS Bangladesh Bureau of Educational Information and Statistics
BMET Bureau of Manpower Employment and Training
BTEB Bangladesh Technical Education Board
CAMPE Campaign for Popular Education
CBT Competency Based Training
CIS Composite Index Score
CSO Civil Society Organizations
DTE Directorate of Technical Education
EC European Commission (EC)
GDP Gross Domestic Product
GOB Government of Bangladesh
HSC voc Higher Secondary School Certificate (Vocational)
ILO International Labour Organisation
IT Information Technology
ISC Industry Skills Council
MDG Millennium Development Goals
MPO Monthly Pay Order
NCTB National Curriculum and Text Book
NGO Non-government Organisation
NSAPR National Strategy for Accelerated Poverty Reduction
NSDC National Skills Development Council
NSDP National Skills Development Policy
NSDCS National Skills Development Council Secretariat
NTVQF National Technical and Vocational Qualifications Framework
PRSP Poverty Reduction Strategies Programme
SDC Swiss Development Cooperation
SSC voc Secondary School Certificate (Vocational)
TSC Technical School and Colleges
TTC Technical Training Centres
TTTC Technical Teachers Training College
TVE Technical and Vocational Education
TVET Technical and Vocational Education & Training
UCEP Under privileged Children’s Education Programme
VTE Vocational Training and Education
VET Vocational Education and Training
VTI Vocational Training Institute
VTTI Vocational Teachers Training Institutions
iv
Table of Contents
Page
Foreword i
Acknowledgements ii
Acronyms iv
Table of Contents ii
List of Tables iv
List of Figures vi
Executive Summary x
chapter one: background

Development Challenges 1
chapter two: a brief review of tvet situation in bangladesh

Access to and equity in the TVET system 4
Mismatch in the system and employers’ traditional attitude to formal training 4
Quality and capacity deficiency of TVET 5
TVET Reform Project 5
Skills Training Project – An initiative to respond to the problem 6
MDGs in Bangladesh and TVET: Strategic importance of TVET Reform 7
Policy frameworks toward technical vocational skills development 8
Some reflections on the skills training: Demand side 10
chapter three: survey of tvet providers – the present empirical study

Coverage of the survey 11
Methods adopted for the survey 12
Approach 12
Consideration of division 12
Management authority 13
Level of certification (or type) of course programme 13
Technology/trades considered 13
Sampling 14
Instrument for data collection 15
Field data collection 15
Data processing and analysis 15
chapter four: findings of the survey

The institutions (TVET Providers) 16
Description and analysis of the basic features of institutions 16
Institutions by geographic location (division) 16
The period of existence of institutions engaged in formal technical 17
skill training by division
v
Distribution of institutions by management authority 18
Number of programmes (certification level) offered by institutions 18
Programmes according to level of certification (under BTEB) 18
by management authority
Programmes (treated as ‘courses’ by BTEB authority) offered at 20
institutions by division
Technologies/trades offered in the institutions 22
Technologies offered at institutions examined in relation to level of 23
certification (programme) by division
Type of management authority and coverage of institutions 24
with technologies/trades
State of enrollment in institutions 25
State of enrollment by programme 27
Enrollment capacity and actual enrollment in 2012 by type of 29
programme and management authority
Teachers/Instructors 30
Complexity at getting measures of variations by division and 30
technology/trade
Type of management authority making difference with respect to 31
teacher availability
Employment condition of teachers and gender 32
Teachers with/without pedagogy training 34
Teachers with/without having skills training 35
Availability of equipment for training of jobs (specific skills) and 37
variability
Whether equipment available according to programme by 40
management authority
Use status of equipment currently available at the institutions 42
Variability in the situations of equipment not used 43
Grounds (reported) for not using the equipment available 44
chapter five: analysis of overall strength of tvet
providers: use of composite index measures
The rationale and procedure of preparing composite index score 48
Strength of TVET providers and the differentials 49
Strength of institutions varying by division 49
Strength of institutions varying by management authority 50
Strength of institutions varying by courses offered for certification 51
Strength of institution varying in accordance with programme/ 52
course offered at the institutions
Summary of discussion on the Composite Index Scores 53
Concluding points from the above
Matrix of Key findings and recommended action measures, 55
further studies and general recommendations
Reference 58
vi
List of Tables
Table 3.1: Sampling Plan
Table 3.2: Institutions by division
Table 3.3: Institutions by management authority
Table 3.4: Institutions by level of certification
Table 3.5: Institutions by programme (course)
Table 4.1: Institutions (%) according to number of certification level (programme type
offered by division
Table 4.2: Programmes (%) according to certification level by management authority
Table 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 division
Table 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
Table 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 authority
Table 4.13: Averages of: technology/trade per institution, teacher per institution and
technology/trade by division
Table 4.14: Average number of teachers per technology/trade according to management
authority by division
Table 4.15: Percent female teachers/instructors in institutions by nature of employment and
division
Table 4.16: Percent female teachers by nature of employment and by management authority
Table 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
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
vii
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 programme
Table 4.28: Grounds stated for non-use of the available equipment by division – in % of job
training situations
Table 4.29: Grounds (reported) for non-use of the available equipment by management
authority type of TVET Institutions
Table 5.1: Composite Index Score indicating overall strength of TVET institutions by
Division
Table 5.1A: Composite index score and percentile point indicating strength of TVET
institutions by division
Table 5.2: Index score to indicate overall strength of TVET institutions by management
authority type
Table 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 BTEB
institutions by level of certification
Table 5.4: Composite index score indicating strength according to programme/course
institutions by training programme/course
viii
List of Figures
Figure 4.1: Institutions (%) by division

Figure 4.2: Institutions (%) by management authority
Figure 4.3: Institutions (%) offering programme by certification level
Figure 4.4: Average no. of trades/technologies per institution by division
Figure 4.5: Average number of trades/technologies by management authority
Figure 4.6: Percent of capacity filled in by division
Figure4.7: Percent of capacity enrolled in by management authority
Figure 4.8: Percent of capacity enrolled in programmes of different certification levels
Figure 4.9: Percent of capacity utilised in institutions under different management authorities
Figure 4.10: Percent of female teacher in the TVET institutions
Figure 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 60

Recommendations
Annex II: Table A-1: Institutions (%) by type of technology/trade by 74
programme/ 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
ix
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.
x
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 General area/ field Specific technology (popular)

certification of technology
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 - ‘computer office application’, and ‘database
(short duration) 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
xi
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
xii
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 programme
may 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 this
programme 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 programme
is 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 its
suitability 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.
xiii
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.
xiv
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.
xiv
CHAPTER 1 01
background
Survey of TVET Providers Bangladesh

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 possible
through 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 skilled
and 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
1
ADB, Bangladesh, 2011. Skills for Employment – Concept Paper
process, it would facilitate diversification of production and export composition of the
02
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 address
social 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 no
proper 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
entrepreneurship among the trained graduates and arrangement of credit for those who want
03
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.
CHAPTER 2 04
a brief review of tvet situation in bangladesh

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
traditional mindset, and they fail to appreciate the possible value addition that the institutional
05
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 turnout
of 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
Organisation [ILO]). The project is essentially a comprehensive step to accomplish the
06
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
It is to provide employable skills training so that graduates can be employed in domestic and
07
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 poverty
reduction 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
proportion of people. Although the training capacity in the VET system has doubled since 08
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 levels
which 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 the
International 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.
Bangladesh can achieve its goal of attaining middle income status in 2021”.8 09
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 development
activities 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 learning
needs”.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.
includes, but is not limited to: (i) improving the quality, relevance and efficiency of available 10
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 profiles10 has 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 or
diploma. 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 sector
have to be designing the programmes and managing them effectively for quality, efficiency
and responsiveness to market.12
10
Education Watch (2013) Bangladesh, CAMPE, Dhaka
11
It 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.
CHAPTER 3 11
survey of tvet providers – the present empirical study

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 qualitative
aspect 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) and
discern 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.
Until 1990, private sector participation in TVET had been negligible. However, by the late 12
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 intake
of 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, programmes
offered, 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.
Management authority 13
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. Diploma
2. HSC vocational
3. 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 engineering
2. Diploma in textile
3. Diploma in agriculture
4. Diploma in fishery
5. Diploma in health technology
6. HSC vocational
7. SSC vocational and
8. 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.
Sampling 14
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, and
4. 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.
Table 3.1: Sampling Plan
Certification level HSC SSC
Diploma Basic
of programme Voc Voc
Programmes Engineering Agriculture Textile Health Fisheries Govt. Govt. Private Private
Management
Govt. Private Total Govt. Private Total Govt. Private Total Private Govt. Private Total Total BMET TSC TVI Total Total Total
authority
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
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 by Table 3.3: Institutions by
division management authority
Authority Institutions
Division Institutions
Public 119
Rajshahi 179 NGO 19
Khulna 85 Private 401
Barisal 43 All 539
Dhaka 154
Sylhet 19
Chittagong 59
All 539
Table 3.4: Institutions by Table 3.5: Institutions by
level of certification programme (course)
Level Institutions Programme Institutions 15
Diploma 181 Engineering 84
HSC voc 29 Textile 28

SSC voc 273 Agriculture 43
Basic 118 Fisheries 23
All 539 Health 28
HSC voc 29
SSC voc 275
Basic 120
All 539
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 level
were to get the data from the training institutions selected from their respective districts
through 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.
findings of the survey
CHAPTER 4 16

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 the
institutions, 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 would
reflect 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 (Figure
4.1).
17

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.
18

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 Rajshahi
have lower proportions of institutions with two or more levels of certification (programme
type).
Table 4.1: Institutions (%) according to number of certification level (programme type)
offered by division
Number of Division
certification All
levels offered Rajshahi Khulna Barisal Dhaka Sylhet Chittagong
89.6
One 92.2 91.8 88.4 88.3 84.2 84.7
(483)
10.4
Two or more 7.8 8.2 11.6 11.6 15.8 15.3
(56)
Total 100.0 100.0 100.0 100.0 100.0 100.0 100.0
(N) (179) (85) (43) (154) (19) (59) (539)
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
institutions and such institutions exist under all management authorities– public, private and 19
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 level

by management authority
Certification level of Management authority

All
programme Public NGO Private
34.0
Diploma 31.1 47.4 33.7
(193)
5.0
HSC voc 22.7 - -
( 24)
46.0
SSC voc 68.1 26.3 47.4
(261)
21.0
Basic 10.9 47.4 22.7
(119)
Total programmes offered at
158 23 416 *597
all (4) certification levels
Number of institutions under 100.0 100.0 100.0 100.0
all management categories (119) (19) (401) (539)
*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.
20

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.
Table 4.3: Distribution (%) of programmes (courses) offered in the institutions by division
21
Division
Programme (course) All

Rajshahi 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 20.6
Total 110.6 118.8 116.3 122.7 121.1 120.3 117.3
(198) (101) (50) (189) (23) (71) (*632)
Number of 100.0 100.0 100.0 100.0 100.0 100.0 100.0
institutions (179) (85) (43) (154) (19) (59) 539
*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

Management authority
Programme All
Public 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
100.0 100.0 100.0 100.0
No. of institutions
(119) (19) (401) (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
is of course notably higher than the proportion under public management. Engineering 22
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.
The figures of the institutions under NGO management should be treated with caution because the total number
19
of institutions in this category of management is rather small.

Table 4.5: Institutions (%) by division according to number of 23
technologies/trades offered

No. of
All % Cumulative%
technologies/ Rajshahi Khulna Barisal Dhaka Sylhet Chittagong
(N) (Number)
trade
11.3 11.3
1 13.4 8.2 16.3 10.4 5.3 10.2
(61) (61)
15.6 26.9
2 21.2 18.8 9.3 10.4 36.8 5.1
(84) (145)
28.6 55.5
3 22.9 29.4 37.2 31.2 15.8 35.6
(154) 299
16.0 71.5
4 13.4 14.1 18.6 17.5 21.1 18.6
(86) (385)
8.2 79.7
5 11.2 9.4 2.3 7.8 .0 5.1
(44) (429)
4.8 84.5
6 3.9 7.1 .0 5.2 5.3 6.8
(26) (455)
3.9 88.4
7 3.4 1.2 4.7 7.1 .0 1.7
(21) (476)
5.2 93.6
8 4.5 5.9 7.0 4.5 5.3 6.8
(28) (504)
6.5 100.0
9 & more 6.1 5.9 4.7 5.8 10.5 10.2
(35) (539)
Total 100.0 100.0 100.0 100.0 100.0 100.0 100.0
-
institutions (179) (85) (43) (154) (19) (59) (539)
Total trade/
701 339 159 638 85 258 2180 -
technology
Average 3.9 4.0 3.7 4.1 4.5 4.4 4.0 -
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 under
programmes, 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 diploma
level 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 higher
percents. 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%).
Table 4.6: Percent technologies/trades offered at institutions by level of certification 24
(programme) and by division

Level of certification (programme) Total
Number of
Division (technologies/
Diploma HSC voc SSC voc Basic institutions
trade)
100.0
Rajshahi 21.9 5.3 60.3 12.5 179
(694)
100.0
Khulna 28.7 4.3 46.2 20.8 85
(327)
100.0
Barisal 23.9 7.5 49.1 19.5 43
(159)
100.0
Dhaka 34.2 4.1 45.6 16.1 154
(623)
100.0
Sylhet 21.2 21.2 37.6 20.0 19
(85)
100.0
Chittagong 28.3 6.9 50.6 14.2 59
(247)
27.4 5.8 51.0 15.8 100.0
Total 539
(585) (124) (1088) (338) (*2135)
*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).
Table 4.7: Percent institutions by number of technologies/trades they offer and 25

No. of technology/ Management authority All
trade Public NGO Private (No. of institutions)
11.3
1 8.4 21.1 11.7
(61)
15.6
2 5.9 21.1 18.2
(84)
28.6
3 21 31.6 30.7
(154)
16
4 14.3 5.3 17
(86)
8.2
5 5.9 5.3 9
(44)
4.8
6 4.2 5.3 5
(26)
3.9
7 4.2 5.3 3.7
(21)
5.2
8 17.6 0 1.7
(28)
6.5
9 & more 18.5 5.3 3
(35)
100.0 100.0 100.0 100.0
All
(119) (19) (401) (539)
Total technologies/
701 62 1417 2180
trades offered
(32.2) (2.8) (65.0) (100.0)
(%)
Average 5.9 3.3 3.5 4.0
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 total
capacity is actually filled in (Table 4.8).
Comparing between percentages of capacity filled in for the divisions, it appears that Sylhet, 26
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

No. of Enrollment Enrollment in Percent of
Division
Institutions capacity 2012 capacity filled in
Rajshahi 179 9884 7646 77.4
Khulna 85 6484 5736 88.5
Barisal 43 4176 2996 71.7
Dhaka 154 9570 7802 81.5

Sylhet 19 1498 1377 91.9
Chittagong 59 3366 3012 89.5
All 539 34978 28569 81.7
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 NGOs
make 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.
Table 4.9: Enrollment capacity and actual enrollment in the year 2012 27
by type of management authority

Management No. of Enrollment Enrollment in % Enrollment
authority Institutions capacity 2012 capacity filled in
Public 119 10816 9853 91.1
NGO 19 1205 1163 96.5
Private 401 25399 19518 76.8
All 539 37420 30534 81.7
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.
Table 4.10: Average enrollment capacity and actual enrollment by type of programme (2012) 28
No. of Enrollment capacity Enrollment in 2012 Percent capacity
Programme

Institutions Total Average Total Average filled in
Engineering 87 7457 85.7 6484 74.5 87.0
Textile 32 2388 74.6 2079 65.0 87.1

Agriculture 45 5952 132.3 4287 95.3 72.0
Fisheries 24 1086 45.3 667 27.8 61.4
Health 28 1212 43.3 848 30.3 70.0
HSC voc 30 1354 45.1 1222 40.7 90.3
SSC voc 275 8951 32.5 7499 27.3 83.8
Basic 111 7592 68.4 6193 55.8 81.6
All 632 35992 56.9 29279 46.3 81.3
*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 of
programme indicating skills hierarchy
Programme indicating No. of Enrollment Enrollment in Percent capacity

skills hierarchy Institutions capacity 2012 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
*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.
29

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 within
the same programme.
Data in this regard (Table 4.12) indicate that the proportion of enrollment capacity filled in
for 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 under
public 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 under
public 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).
Table 4.12: Percent capacity filled in by type of programme and management authority 30
Type of programme
Management authority Total

Diploma HSC voc SSC voc Basic
Public 89.7 92.4 91.8 97.8 91.1
NGO 91.5 - 88.0 105.4 96.5
Private 73.3 - 79.6 77.8 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 divisions
by 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.
The technologies generally vary according to their nature; the third measure would pose some 31
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 Sylhet
and 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 while
the 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 institution
b. Teacher/instructor per institution
c. 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
Average
Division Technology/ Teacher per Teacher per trade/
trade per institution institution technology
Rajshahi 3.9 15.5 4.0
Khulna 4.0 13.0 3.3

Barisal 3.7 14.6 3.9
Dhaka 4.1 14.5 3.5
Sylhet 4.5 16.1 3.6
Chittagong 4.4 14.3 3.3
All 4.0 14.6 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 better
than 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
CHAPTER 5 48
analysis of overall strength of tvet providers:

use of composite index measures
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 the
independent 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.
Having these separate scores summed up a total score – Composite Index Score (CIS) – is arrived at
49
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 Average of Average of Average Average % Capacity Average Teacher % Teachers % Teachers % Tools % Using Total
skill levels programs technologie enrollment enrollment filled in teacher per per having having available to available score
offered offered s/trades capacity in 2012 institution technology/ pedagogy skills skills tools to (CIS)
offered trade training training train skills
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 5.1
above 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.
Percentile points (Table 5.1A) show the relative position of strength of TVET institution for 50
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 of
TVET institutions by division
Division Composite index score Percentile point

Rajshahi 33 13
Khulna 37 15
Barisal 42 17
Dhaka 36 15
Sylhet 51 21
Chittagong 47 19
Total 246 100
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.
Table5.2: Index score to indicate overall strength of TVET institutions 51
By management authority type

Management Average of Average of Average of Average Average % Average Average % Teachers % % Tools % Using Total
authority certification programs technologies/ enrollment enrollment Capacity teacher per teacher per having Teachers available available score
levels offered trades offered capacity in 2012 filled in institution technology/ pedagogy having to train tools train (CIS)
offered trade training skills skills skills
training
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 of
TVET institutions by management authority
Management
Composite index score Percentile point
authority
Public 33 45.8
NGO 21 29.2
Private 18 25.0
Total 72 100
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.
Table 5.3: Composite index score indicating strength of TVET institutions 52
By level of certification of BTEB

Level of % Average % Of total Average Average % Capacity % tools % Using Total score
certification Institutions technologies/ technologies enrolment enrolment in filled in available to available tools (CIS)
offering trades offer offer capacity 2012 train skills to train skills
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.
TVET institutions by level of certification
Certification level Composite score Percentile point

Diploma 21 26.25
HSC 18 22.50
SSC 20 25.00
Basic 21 26.25
Total 80 100.00
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
in strength by programme/course is indicated by the percentile points of the eight 53
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

% Institutions Average Average % of capacity % tools available % Using available Total
Programme/
offering enrollment enrollment in filled in to train skills tools to train skills score
course
capacity 2012
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
TVET institutions by training programme/course
Training programme/course Composite score Percentile point

Engineering 32 14.8
Textile 33 15.4
Agriculture 39 18.0
Fisheries 10 4.6
Health 23 10.7
HSC 24 11.0
SSC 22 10.2
Basic 33 15.3
Total 26 216
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
Index Scores as convenient statistics the present Chapter Five summarises the detailed
54
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.).
Matrix of Key findings and recommended action measures, further studies 55
and general recommendations

Key Findings Action measures Further studies/ General/normative
recommended investigations recommendations
1. Notable variation exists i) More/New Institutions and technologies 1. A proper study is required 1. Capacity building of DTE
between the divisions with to examine and explain the and BTEB in terms of more
respect to number of 1. More institutions be considered for establishment in the situation that some manpower to fulfill their
institutions, the highest locations currently having fewer institutions; technologies/trades are responsibilities is essential,
proportion being in Rajshahi more popular than others but they face difficulties in
and the lowest in Sylhet. A big 2. Expansion of training in terms of diversification possibly indicating varying the process of having the
variation is noted also with technologies be also adopted as strategy for keeping pace demand corresponding to required manpower. They
respect to distribution by type with the growing demand; job market opportunities. do not get approval of
of management authority of Specific research questions concerned ministry to
institutions; those under 3. DTE, BTEB, BMET and Directorate of Youth, etc., to are: finance the manpower
private management consider that new course programmes approved/ provision as they plan and
comprise the overwhelming established in locations where scarcity exists at presents; • What is the condition of propose. BTEB has to have
share and the ones under demand or employability of more professional expertise
NGO management have the 4. Establishment of private institutions be encouraged by such technologies/trades in with necessary job related
least share in delivery of mobilizing local industrialists and local knowledgeable and the market including training to ensure brilliance
training. influential persons; NSDC and the other authorities opportunities for self of training programmes in
With fewer institutions, Sylhet concerned be proactive in this regard; and sector specific employment? the institutions, proper
and Chittagong regions offer Industrial Skills Councils be encouraged by NSDC in supervision, monitoring and
higher average of technolo- cooperation with BTEB, DTE and other relevant government • What are the skills levels assessing the performance
gies/ trades, and they have bodies; of such technologies/ of institutions; even the
higher percentage of trades? existing staffs do not have
enrollment capacity (for 5. Coordinated planning to take place for making domestic the necessary skills to do
learners) filled in. The highest and foreign donor supports available toward eliminating the • What are the opportunities their job.
proportion of TVET learners is present shortage of institutional facilities and toward for horizontal and vertical
found at SSC voc expanding TVET provisions in specific geographic locations mobility of the skilled 2. BANBEIS has the
programme; this reflects in a where such provisions are inadequate; and technolo- persons in such technolo- responsibility to collect or
way higher demand for SSC gies/trades in higher demand be covered with quality skills gies/trades? and generate data useful for
voc among the young training facilities; and guiding plans and preparing
population within the general • What is/are the income objective reports on state of
education system in the 6. Necessary measures be planned and implemented by the level(s) of the graduates implementation of the plans
country. Secondary Education Boards under the Ministry of Education employed? and programmes in the
with the support of institutions like BTEB, NCTB, DTE and overall education sector.
2. Although institutions under NSDC to expand facilities for SSC voc and HSC voc training 2. Lower performance of But so far the sub-sector of
private management make programmes. private institutions is to be technical-vocational
the predominant share of the more thoroughly education and training has
TVET provisions, they are ii) Private management’s performance improvement investigated especially remained foreign to this
marked with weaker focused on management government body. It does
performance compared to 7. The need for establishment of new institutions and aspect. Some possible not have the required
those under public or NGO introducing new technologies under private management research questions are: manpower with the required
management. More frequent having provisions to provide quality training be carefully • Is lack of resource a major familiarity with the
are institutions under private looked at by BTEB and DTE (the key agencies) for ensuring factor to explain lower sub-sector, nor does it have
management having quality training through institutional programmes; existing performance of this a system developed for
instructional staff with programmes also be audited properly; based on some category of institutions – collecting and managing
insufficient competency to systematic inspection jointly done by DTE & BTE, the what are the financing data to support the
impart skills training to management process be revamped as an urgent step system, and problems at sub-sector.
learners. focused on outcome–input-output relation– in the privately providing lab facilities for
managed institutions; instructional capacity and availability of practical training? 3. Instructional staffs
3. Among the technologies resource and training equipment in the institutions must be • Are the management including laboratory
offered and accredited by brought under strict surveillance for getting such institutions system (governance) instructors are not sufficient
BTEB for certification the admissible for taking part in the certification process for their conditions responsible for in the training institutions to
more popular ones are as trainees. lower performance? cover each technology or
stated bellow according to • Operations research may even the basic subjects
certification level 8. The current provision of 15 percent seats at HSC voc be conceptualized and which require specialization.
(programme): reserved for SSC voc graduates (and in textile only 30 designed to find effective A teacher with background
percent to be raised to encourage participation of more option(s) to improve in one subject has to teach
Diploma: learners at HSC voc; poor learners usually more inclined to efficiency of another subject
taking skills training for easy entry in the job market be
Engineering: ‘civil’, further stimulated by provisioning of stipends to such
category of learners;
Key Findings Action measures Further studies/ General/normative 56
‘computer’, ‘electrical’, and 9. More institutions be encouraged to offer HSC voc; private institutions. which s/he is not competent

‘electronics’ institutions be encouraged to introduce this programme with for. This situation has to be
provisions for quality training; 3. Skills standard achieved overcome within a very
Textile: ‘textile’ at the completion of SSC short time span.
10. The management aspect with special focus on financing voc and/or HSC voc and
Health technology: system, laboratory facilities for skills training and the main market relevance of these 4. The training institutions
‘laboratory’, motto of the founders of the privately managed institutions programmes be determined generally do not work under
‘patient care’, and ‘dental’ be brought under surveillance of BTEB/DTE in order to by applying proper any standard guideline for
ensure conditions necessary for improving the performance methodology. providing teachers in
HSC voc: of institutions; public authorities awarding grants to be various technologies in
‘electrical works & careful about having institutions fulfilling conditions in 4. What are the traditional terms of the specific
maintenance’, running TVET programmes; corporate bodies, industries social-cultural barriers and requirement of each
‘computer operation’ and associations and employer associations be engaged in close non-traditional barriers to technology.
‘agro-machinery’ cooperative relation with the training system to share the female participation in As a result, trainees do
cost; and TVET? –This issue should not acquire the competen-
SSC voc: be studied for the promotion cies in the technologies
‘general electrical 11. The Industry Skills Councils (ISCs) be proactive in of female participation in they want to learn.
works’ and ‘dress making’ resource generation for training; government policies be TVET. Teachers’ qualifications very
adopted for incentives to industries for the latter’s often are not in harmony
Certificate course (short participation in skills training promotion and internship 5. The overall phenomenon with the technical
duration): arrangements for learners/trainees at industries with the of utilization and requirements of the training
‘computer office provision that formal training institutions compulsorily non-utilisation of the institutions. Minimum
application’, and implement internship. available training standards of qualifications
‘database programming’ equipments, the factors should be determined by
12. Informal sector training opportunities in different explaining the problem, and experts in the TVET sector
4. About one fifth of the total skills-based occupational domains under respective ISCs the status of maintenance for provision of teachers at
enrollment capacity in all the should be brought under a review and guidance system to and management of the institutions according to
institutions remains not filled upgrade the quality of training supported by a proper equipment, etc., to be need of the teaching subject
in; institutions under private monitoring arrangement, – the whole arrangement does not examined by adopting direct and technology.
management are weaker in have to be a mere regulatory one, but a supporting one. observation method.
this respect. Institutions 5. Teachers responsible for
offering HSC voc have their iii. Training of instructional staff teaching technical subjects
capacity filled in to the have to be trained in
highest extent (90%); these 13. Government to assume in a bigger way the responsibility creative questioning to
are followed by institutions of supporting training of teachers in the private institutions make proper assessment of
offering SSC voc, Diploma parallel to those in the public sector; fund provision to be in skills acquisition of a
and Basic trade in that order. place for training of teachers; student in accordance with
the expected standard of a
5. Teacher-student ratio is not 14. Institutions under private and NGO authorities to be level of certification.
to be considered cost-efficient encouraged to engage in quality training provision by
with the number of learners introducing business principles to work in a socially 6. Certificates awarded by
per teacher being 4.4 beneficial way; principle of marketing to be followed for good BTEB are to be matched
product (training) to have better price; training providers to with levels of NTVQF and
6. Female participation in adopt more market development strategies for skills training the process to be fulfilled by
TVET presents a depressing –encouraging trainees to participate in cost bearing (during the trainees to qualify for
picture, as the proportions of and/or after training), taking support from financing certificates according to one
female teachers as well as institutions to enhance skills training provisions for wage or the other NTVQF level.
learners are low. employment as well as entrepreneurial work of graduates, This is the prime
promoting positive social environment for skill training and responsibility of BTEB to
7. Equipment necessary for gainful employment of men and women ultimately removing work out with the
training of skills specific to their poverty; involvement of relevant
given jobs in the training experts drawn from
curriculum are not available 15. BTEB, DTE and BMET to properly arrange and monitor academic discipline and
at about one third of the teacher recruitment and placement of trained teachers at practice world.
institutions; on top of that five the training institutions; the trained teachers be supported to
percent of institutions do not work at the training centres/schools with necessary logistics 7. Conceptual clarity of
make use of equipment and infrastructure for delivery of skill training; management ‘Jobs’ and ‘Skills’ and their
authorities of institutions to ensure utilisation of facilities empirical referents (or
institution level and BTEB to monitor this; and description) has to be made
to remove the
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
Key Findings Action measures Further studies/ General/normative 57
available. The grounds generate resources for sustained fund flow for present state of confusion

reported for non-utilisation of strengthening of TVET; best utlisation of external by TVET experts’
equipment are: ‘instructors supports (donors’ funding) to be ensured through efficient agreement. This is
not available’, ‘instruments financial monitoring. important in the training
out of order’, ‘operation delivery setting as well as in
expensive’ and ‘management iv) Pro-TVET culture development and promotion of skills measurement
careless’, etc. Female Participation process.
17. Awareness and advocacy campaigns at the national 8. Given the strong
level to be organised by the ministries toward promoting influence of modern
participation in TVET particularly of young people with electronic media on
rural and female bias; NGOs, educational institutions knowledge building and
working at secondary and post-secondary levels and attitudinal change female
employers’ associations be mobilized in this regard; leaders as entrepreneurs
and mangers in various
18. A pro-TVET culture to be nurtured with information 6. Traditional cultural skills based employment
disseminated through various communication media barriers to female fields can be invited to
(using the modern IT system) that skills training is the participation in skills media events toward
means to access better employment and earning training and non-conven- promoting female
opportunity and improve the living conditions of under- tional occupations and participation in skills training
and unemployed mass (eradication of poverty) in the lack of proper orientation programme and new fields
country; expansion and strengthening of trade areas for to technical jobs equally of employment.
female, especially non-conventional trades (like acceptable to male and
automobile repairing, driving, engineering works, and female through general
entrepreneurship) and increase of facilities for female education from primary
learners and teachers be given serious attention; and and secondary levels
should be thoroughly
19. Employers’ Associations to be mobilized to have examined for developing
improved the work conditions of female including their appropriate strategies to
safety and security of females at work for increased advocate a big shift from
female participation in TVET and technology based the present state of
skilled work; enactment and enforcement of laws to be general negation toward
ensured by the government authorities and monitored by female participation in
industries authority. skilled technical work.
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.
References
58
ADB (Asian Development Bank) (2011). ‘Skills for Employment’. Concept Paper.

ADB (Asian Development Bank) (2011). Bangladesh: Skills for Employment (Concept Paper),
Project Number: 42466
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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 (2008). Skills Development Project (2008). ‘Technical and Vocational Education and
Training (TVET) Reform Project’. Dhaka: Government of the People’s Republic of Bangladesh.
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 [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)’ .
59
Improving Working Conditions in the Ready-Made Garment Sector (RMGP) Programme In

Bangladesh (22 October 2013 - 31 December 2016).
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(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.
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World Bank (2006). The Bangladesh Vocational Education and Training System: An
Assessment. Human Development Unit, South Asia Region. 47042.
Annex I 60

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 programmes
which 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.
Findings 61
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’
About one-fifth of the total capacity of formal TVET institutions of the country remains 62
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.
1. Existence of fewer training institutions in some divisions means lesser availability of 63
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
in Sylhet division. Institutions under public management authority in Khulna division present a 32
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 according

to management authority by division
Management Division All
authority Rajshahi Khulna Barisal Dhaka Sylhet Chittagong divisions
Public 4.0 2.7 4.1 4.2 3.9 3.5 3.8
NGO 3.1 4.0 5.1 1.6 6.5 - 3.2
Private 3.9 3.4 3.7 3.3 2.8 3.1 3.5
All 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 8.7
respectively. There are temporary and part-time teachers in all divisions varying between 13.1
and 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 Sylhet
followed 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.
Table 4.15: Percent female teachers/instructors in institutions by nature 33
Of employment and division

Nature of employment
All
Division Regular Temporary Part-time
Percent Total Percent Total Percent Total Percent Total
female teacher female teacher female teacher female teacher
2292 136 194 2622
Rajshahi 19.4 20.6 16.5 19.3
(87.4) (5.2) (7.4) (100.0)
911 75 79 1065
Khulna 17.5 1.3 16.5 16.2
(85.5) (7.0) (7.4) (100.0)
466 48 50 564
Barisal 15.2 16.7 10.0 14.9
(82.6) (8.5) (8.9) (100.0)
1678 185 215 2078
Dhaka 21.0 19.5 20.0 20.8
(80.8) (8.9) (10.3) (100.0)
207 6 47 260
Sylhet 12.1 50.0 12.8 13.1
(79.6) (2.3) (18.1) (100.0)
655 68 57 780
Chittagong 15.7 20.6 14.0 16.0
(84.0) (8.7) (7.3) (100.0)
All 6209 518 642 7369
18.6 17.4 16.7 18.4
(%) (84.3) (7.0) (8.7) (100.0)
*Figures in parentheses indicate percentages within the divisions.
Female
18%
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
authority (5.6%). Private authority also appears to have the lowest proportion in part-time 34
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 Nature of employment

All
authority Regular Temporary Part-time
100.0
Public 80.0 9.7 10.3
(370)
100.0
NGO 90.0 0.0 10.0
(20)
100.09
Private 87.4 5.6 7.0
(63)
100.0
All 85.4 6.7 7.9
(1353)
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).
Table 4.17: Percent teachers having pedagogy training according to management 35
authority by division

Management Division All areas
authority Rajshahi Khulna Barisal Dhaka Sylhet Chittagong (Total teachers)
32.3 32.7 18.3 16.7 13.4 27.3 24.7
Public 100% 100% 100% 100% 100% 100% 100%
(911) (217) (246) ( 705) (217) (381) (2677)
17.9 0.0 16.1 21.1 0.0 - 11.1
NGO 100% 100% 100% 100% 100% 100%
-
(28) (64) (56) (38) (13) (199)
9.9 16.9 11.7 7.1 19.7 19.7 11.4
Private 100% 100% 100% 100% 100% 100% 100%
(1831) (826) (325) (1494) (76) (4620) (5014)
All authorities 17.3 19.1 14.7 10.4 14.4 23.1 15.9
(Total 100% 100% 100% 100% 100% 100% 100%
teachers) (2770) (1107) (627) (2237) (306) (843) (7890)
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
present study indicates that only around one fourth of all the teachers have such training 36
(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 and
by division
Management Division
All
authority Rajshahi Khulna Barisal Dhaka Sylhet Chittagong
45.9 50.7 46.7 31.5 15.7 29.7 37.8
Public 100% 100% 100% 100% 100% 100% 100%
(911) (217) (246) ( 705) (217) (381) (2677)
57.1 32.8 28.6 57.9 0.0 - 37.7
NGO 100% 100% 100% 100% 100% 100%
-
(28) (64) (56) (38) (13) (199)
20.3 26.2 18.8 14.9 11.8 17.3 19.1
Private 100% 100% 100% 100% 100% 100% 100%
(1831) (826) (325) (1494) (76) (4620) (5014)
29.1 31.3 30.6 20.8 14.1 22.9 25.9
All
(2770) (1107) (627) (2237) (306) (843) (7890)
Note: Figures in parentheses indicate numbers of total teachers in the categories.

37

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 specific 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).
Table 4.19: Percent jobs have equipment available for training by division 38
Total Total Total Percent
No. of

Division certification programmes/ technologies/ equipment Total jobs
institutions
levels courses trades available
62.3
Rajshahi 179 187 188 648 73772
(45963)
66.5
Khulna 85 89 92 286 35182
(23388)
75.0
Barisal 43 47 48 138 16569
(12429)
62.6
Dhaka 154 165 169 541 72915
(45613)
81.1
Sylhet 19 21 21 72 8904
(7220)
83.1
Chittagong 59 64 65 214 27901
(23174)
67.1
Total 539 *573 *583 *1899 235243
(157787)
* 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
having the required and proper equipment available for training of skills training learning by 39
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 specific to ‘jobs’ according to practical employment situations.
Table 4.20: Percent of jobs having equipment available for training in institution
By management authority
Total Total Total Percent
Management No. of
certification programmes/ technologies/ equipment Total jobs
authority institutions
levels courses trades available
76.6
Public 119 143 143 615 75402
(57751)
75.3
NGO 19 20 20 52 5280
(3974)
62.2
Private 401 410 420 1232 154561
(96062)
67.1
Total 539 *573 *583 *1899 235243
(157787)
* 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).
Table 4.21: Percent jobs have equipment available for training by 40
certification level

Availability of facility Total
Certification level
Available Not available (Number of jobs/skills)
100.0
Diploma 66.0 34.0
(152867)
100.0
HSC voc 66.3 33.7
(6149)
100.0
SSC voc 68.9 31.1
(69928)
100.0
Basic 73.1 26.9
(6299)
All levels 67.1 32.9 100.0
(N) (157787) (77456) (235243)
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 equipment
available. 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 voc
programme is not administered by private institutions at all).
Among the specific areas at Diploma level and three other programme categories Agriculture
has 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 54
percent 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 training
provision being equipped appears to be uncomfortable indeed given the importance of skill
training at this level with increasing market demand.
Table 4.22: Percent jobs have equipment available for training according to 41
Programme (certification level) by management authority

Certification Management authority
level of Public NGO Private All
programme Available Total Available Total Available Available Total
Total jobs
under BTEB) (Percent) jobs (Percent) jobs (Percent) (Percent) jobs
100.0 100.0 100.0 100.0
Diploma 74.5
(45128)
75.3
(3118)
62.1
(104621)
66.0
(152867)
100.0 100.0
HSC voc 66.0
6097
- - - - 66.0
(6097)
100.0 100.0 100.0 100.0
SSC voc 83.1
(24171)
72.3
(1390)
61.0
(44367)
68.9
(69928)
100.0 100.0 100.0 100.0
Basic 0.0
(6)
80.3
(772)
71.4
(5573)
72.5
(6351)
76.6 100.0 75.3 100.0 62.2 100.0 67.1 100.0

All levels (57751) (75402) (3974) (5280) (96062) (154561) (157787) (235243)
Table 4.23: Percent jobs have necessary equipment available for training in
engineering and other programmes/courses
Programme/courses Equipment available Total

100.0
Engineering 64.4
(98465)
100.0
Textile 66.7
(14882)
100.0
Agriculture 75.2
(18509)
100.0
Fisheries 54.2
(7896)
100.0
Health 71.7
(13115)
100.0
HSC voc 66.0
(6097)
100.0
SSC voc 68.9
(69928)
100.0
Basic 72.5
(6351)
67.1 100.0
All programmes
(157787) (235243)
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 equipment
varies 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.
In other programmes facilities are available between 60 to 69 percent. 42
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 low
proportion 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 Dhaka
division.
Table 4.24: Percent jobs have necessary training equipment available according to
programme/course by division
Division
Programme All
Rajshahi 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
62.3 66.5 75.0 62.6 81.1 83.1 67.1
Programmes
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
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 43
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
Division Equipment used Equipment not used Total

100.0
Rajshahi 95.9 4.1
(45963)
100.0
Khulna 92.2 7.8
(23388)
100.0
Barisal 95.4 4.6
(12429)
100.0
Dhaka 95.9 4.1
(45613)
100.0
Sylhet 93.3 6.7
(7220)
100.0
Chittagong 95.4 4.6
(23174)
95.1 4.9 100.0
All
(150073) (7714) (157787)
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.
Variation is wider in the proportion of not using the equipment among the specific 44
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 to
Management authority Equipment used Equipment not used Total

100.0
Public 94.6 5.4
(57751)
100.0
NGO 99.3 0.7
(3974)
100.0
Private 95.3 4.7
(96062)
95.1 4.9 100.0
Total
(150073) (7714) (157787)
Table 4.27: Percent jobs not using the available training equipment by specific
programme
Programme Using (%) Not using (%) Total (No. of Jobs/skills

100.0
Engineering 95.3 4.7
(63438)
100.0
Textile 96.9 3.1
(9923)
100.0
Agriculture 99.0 1.0
(13920)
100.0
Fisheries 85.8 14.2
(4276)
100.0
Health 99.5 0.5
(9405)
100.0
HSC voc 94.0 6.0
(4075)
100.0
SSC voc 93.3 6.7
(48147)
100.0
Basic 96.7 3.3
(4603)
95.1 4.9 100.0
Total
(150073) (7714) (157787)
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
equipment no specific reason was cited. About two-thirds of the remaining situations were
45
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 equipment
deserves 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 equipment
were: ‘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
Total
Grounds Rajshahi Khulna Barisal Dhaka Sylhet Chittagong
Non-availability of 33.2
25.7 43.2 52.7 38.7 23.4 16.5
raw materials (1713)
Non –availability of 18.7
28.8 11.2 23.3 8.8 16.7 26.5
instructor (964)
Management 19.1
7.9 4.5 6.2 37.2 6.8 21.2
problem (988)
Instrument out of 12.9
13.7 21.3 14.8 5.6 41.9 11.4
order (664)
8.0
Operation expensive 7.1 6.5 11.3 10.2 9.5 3.2
(411)
5.6
Learners unwilling 8.0 0.2 2.8 5.8 8.1 6.8
(291)
1.7
Instrument outdated 2.5 3.0 2.1 0.9 1.8 1.2
(90)
20.5
Other reasons 20.6 20.3 8.8 26.2 4.1 20.4
(1056)
Total of grounds (%) 1440 661 650 2274 249 903 6177
(114.4) (110.2) (122.0) (133.4) (112.2) (107.1) (119.7)
Total job training
1259 600 533 1705 222 843 5162
situations(response
(100.0) (100.0) (100.0) (100.0) (100.0) (100.0) (100.0)
s)
Total job training
1887 1827 577 1867 486 1070 7714
situations
Total no-response 628 1227 44 162 264 227 2552
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 than
at the institutions under public authority or NGOs. For private authority ‘ management
problem’ is the second important ground for non-use of equipment, and the next important 46
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
Total
Grounds Public NGO Private
(N)
34.9
Non-availability of raw material 23.0 33.3 43.0
(1802)
24.6
Non-availability of instructor 38.0 11.1 15.5
(1269)
19.2
Management problem 14.6 22.2 22.3
(990)
14.4
Instrument out of order 24.8 11.1 7.3
(741)
10.8
Learners yet to enroll 2.1 0.0 16.8
(560)
8.0
Operation expensive 6.0 0.0 9.4
(411)
5.6
Learners are unwilling 2.9 22.2 7.4
(291)
1.7
Instrument outdated 2.9 0.0 1.0
(90)
0.4
Others 0.7 0.0 0.3
(23)
Total no. of response 2395 9 3773 6177
(%) (114.9) (100.0) (122.9) (119.7)
Total job training 2084 9 3069 5162
situations[responded] (%) (100.0) (100.0) (100.0) (100.0)
Total jobs/skills 3132 29 4553 7714
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,
physical facilities, and equipment/laboratory), industries, labour organizations, employers and 47
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.
numbers of job seekers entering the labour market every year. The current trend of 64
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
work on limited number of seats and as such have their capacity filled in. Noted
65
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.
12. Equipment/tools necessary to ensure proper skills training are not available at about one-
66
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
of technical skills learning for being attracted to advanced skills training and find thereby
67
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 looked
at 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)
public authorities awarding grants under fulfillment of certain rational conditions, and ii)
68
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-
sectors, and the Ministry of Planning responsible for making national financial plan has
69
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.
Inspectorial responsibilities of the concerned authorities such as BTEB, DTE, BMET or 70
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
involved ‘reporting biases’ on the part of informants]. Such investigation should not of
71
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.
D. Further Recommendations for Action Measures based on Relevant Literature Review
72
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.
The centres should then provide enterprise development and management training to 73
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.
Annex II
74
Table A-1: Institutions (%) by type of technology/trade by programme/course and

Division
Name of
Programme Serial # Rajshahi Khulna Barisal Dhaka Sylhet Chittagong All (N)
technology/trade
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)
Electro medical
11 1.1 1.7 4 2.3 6.7 0 1.9 (7)
Engineering
Technology
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)
Construction
14 3.3 1.7 0 0 0 0 1.1 (4)
Technology
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)
Architecture Interior
18 2.2 0 0 0 6.7 0 .8 (3)
design
Data
19 0 0 0 0.8 0 0 .3 (1)
Telecommunication
Instrumentation and
20 0 0 0 0.8 0 0 .3 (1)
Process Control
Total 100 100 100 100 100 100 100
(N) (90) (60) (25) (130) (15) (54) (374)
1 Textile 54.5 66.7 50 70.8 - 100 66.7 (32)
Garments Design &
Textile
2 45.5 33.3 50 29.2 - 0 33.3 (16)

Pattern Making
Total 100 100 100 100 100 100
-
(N) (11) (9) (2) (24) (2) (48)
100.0
Fisheries Agriculture
1 Agriculture technology 100 100 100 100 100 100

(45)
Total 100 100 100 100 100 100 100
(N) (18) (8) (6) (9) (2) (20) (45)
100.0
1 Fisheries 100 100 100 100 100 100
(24)
Total 100 100 100 100 100 100 100
(N) (11) (4) (2) (5) (1) (1) (24)
1 Laboratory 27.3 30.8 33.3 31.1 27.3 29.8 (28) 75
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)
Health
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)
Integrated Medical
7 0 0 0 0 18.2 2.1 (2)
Technology
Total 100 100 100 100 100 100
(N) (22) (13) (3) (45) (11) (94)
Electrical Works &
1 16.2 14.3 25 16.7 23.5 18.5 (23)
Maintenance
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)
Electronics Control and
4 10.8 14.3 0 7.7 5.6 11.8 8.9 (11)
Communication
Refrigeration and Air
-
5 8.1 14.3 8.3 3.8 11.1 5.9 8.1 (10)
conditioning
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)
Clothing Garments
8 2.7 0 16.7 0 5.6 11.8 4.8 (6)
HSC voc
Finishing
Machine Tools
9 Operation & 5.4 0 0 11.5 5.6 0 4.8 (6)
Maintenance Trade
Building Construction &
10 2.7 7.1 0 7.7 0 0 3.2 (4)
Maintenance
11 Drafting Civil 5.4 0 0 0 5.6 0 2.4 (3)
Industrial Wood
12 5.4 0 0 0 5.6 0 2.4 (3)
Working
Poultry Rearing &
13 2.7 7.1 8.3 0 0 0 2.4 (3)
Farming
14 Fish Culture & Breeding 0 0 0 3.8 5.6 0 1.6 (2)
100 100 100 100 100 100 100
Total (N)
(37) (14) (12) (26) (18) (17) (124)
General Electrical 15.6
1 13.6 15.9 20.5 15.8 15.6 18.4
Works (170)
13.9
2 Dress Making 16.3 9.3 16.7 14.1 6.3 11.2
(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)
SSC
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)
Food Processing &
7 7.4 5.3 3.8 4.2 0 0.8 5.1 (55)
Preservation
8 Civil Construction 3.6 2.6 5.1 3.9 6.3 3.2 3.7 (40)
Refrigeration & Air
-
9 3.1 3.3 3.8 2.8 9.4 5.6 3.6 (39)
conditioning
10 Automotive 2.9 2.6 7.7 2.5 6.3 4.8 3.4 (37) 76
11 Welding & Fabrication 2.6 2.6 1.3 2.5 6.3 3.2 2.7 (29)

Poultry Rearing and
12 3.3 2 2.6 3.2 0 0.8 2.7 (29)
Farming
13 Weaving 2.2 1.3 1.3 2.8 0 4 2.3 (25)
Dying Printing &
14 2.2 1.3 1.3 2.8 0 4 2.3 (25)
Finishing
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)
Fruit & Vegetable
17 2.2 0.7 0 1.4 0 0 1.3 (14)
Cultivation
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)
Architectural Drafting
23 0.7 0.7 0 0.4 3.1 0.8 .6 (7)
with CAD
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)
Livestock Rearing and
26 0.2 0.7 0 0.4 0 0 .3 (3)
Farming
27 Patient Care 0 0 0 0.4 0 0 .1 (1)
Shrimp Culture &
28 0.2 0 0 0 0 0 .1 (1)
Breeding
Total 100 100 100 100 100 100 100
(N) (418) (151) (78) (284) (32) (125) (1088)
Computer Office
1 26.4 26.5 29 25 23.5 28.6 26.3 (89)
Application
2 Database Programming 16.1 25 16.1 10 11.8 8.6 15.1 (51)
Hardware and
3 5.7 11.8 9.7 10 11.8 11.4 9.5 (32)
Networking
Electrical Housing
4 9.2 10.3 6.5 7 5.9 8.6 8.3 (28)
Wiring
Graphics Design and
5 10.3 2.9 16.1 6 11.8 8.6 8.0 (27)
Multimedia
Dress Making and
6 1.1 5.9 0 10 0 2.9 4.7 (16)
Basic
Tailoring
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)
Refrigeration and Air
9 2.3 1.5 3.2 4 5.9 2.9 3.0 (10)
Conditioning
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)
Driver Cum Auto
12 5.7 1.5 0 1 0 2.9 2.4 (8)
Mechanics
Masonry And Rod
13 1.1 0 3.2 5 5.9 0 2.4 (8)
Binding
14 General Electronics 0 1.5 3.2 5 0 0 2.1 (7) 77
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)
Motor Cycle and
17 1.1 1.5 0 1 0 0 .9 (3)
Mishuk
Food And Beverage
18 3.4 0 0 0 0 0 .9 (3)
Production
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)
Building & Architectural
24 0 0 0 0 0 2.9 .3 (1)
Drafting
25 Food & Beverage 1.1 0 0 0 0 0 .3 (1)
Food Processing &
26 0 0 3.2 0 0 0 .3 (1)
Preservation
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 100 100 100 100 100 100 100
(N) (87) (68) (31) (100) (17) (35) (338)
Certificate In Dental
24 0 8.3 6.7 - - 0 4.4 (2)
Technology
Certificate In Patient
25 0 8.3 6.7 - - 0 4.4 (2)
Care Technician
Certificate In
26 0 8.3 6.7 - - 0 4.4 (2)
Paramedical
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)
Computer Hardware
2 0 0 0 - - 9.1 2.2 (1)
and Networking
Computer Graphics
Others
3 0 0 0 - - 9.1 2.2 (1)

Design
Diploma in Medical
4 0 0 0 - - 9.1 2.2 (1)
Technology
Certificate in
5 0 0 0 - - 9.1 2.2 (1)
Paramedics
Certificate in Pharmacy
6 0 0 0 - - 9.1 2.2 (1)
Technology
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)
15 Knitting 14.3 0 0 - - 0 2.2 (1) 78
16 Basic Electronics 14.3 0 0 - - 0 2.2 (1)

17 AsceticCeiling 0 0 6.7 - - 0 2.2 (1)
Electrical wiring
18 0 0 6.7 - - 0 2.2 (1)
Insulation
19 Water proofing 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)
H.S.C B.M (Computer
23 0 8.3 0 - - 0 2.2 (1)
Operation)
Certificate In Laboratory
27 0 0 6.7 - - 0 2.2 (1)
Medicine
Certificate In Patient
28 0 0 6.7 - - 0 2.2 (1)
Care
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)
Enter Friendship
34 0 8.3 0 - - 0 2.2 (1)
Development
Diploma In medical
35 14.3 0 0 - - 0 2.2 (1)
Ultra Sound
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 100 100 100 100 100
- -
(N) (7) (12) (15) (11) (45)
Annex III
79
Sample Instrument of primary data collection

Institution Category ( Put [] )
Questionnaire
1. 2. 3. District
number
TVET Providers Survey (TPS) 2012 Diploma Vocational Basic
Questionnaire for Formal Training Providers Engg Tex Ag Fish Health HSC SSC
[Please write or put tick marks () as appropriate] 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:

Name of technology / trade / courses Course Offered (put tick [])
[Write one course in one row in following sequence: 1. Diploma 2.Vocational 3.
First, all diploma courses, if any
Second, all vocational courses, if any Basic Enrolment
Engineering
Enrolment
Agriculture
Serial
Fisheries
Third, all basic courses, if any] Capacity in 2012

Textile
Health
HSC
SSC
1 2 3 4 5 6 7 8
1
2
3
4
5
6
7
8
9
10
11
12
Note: If more than 12 courses please add another first page

80

81

82

83

84

85

Annex IV
86

• Informal apprenticeships are not regulated and no formal certification is 87
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 female
such 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
well-managed training institutions. Arrangement could be made for increasing employers’ 88
interest in such institutional training and involvement in designing and administration of

training.
Annex V
89

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
skills of the poor, women, and excluded groups and raising their income-earning capability 90
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
development of youth population in some way.26 91
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 Affairs 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.
Annex VI
92
List of participants engaged in collecting TVET data from institutions

Sl. No Name, Designation & Address Mobile & E-mail
01. Dr. Syed Abdul Aziz. Mobile: 01558301680
Principal mail: syedaziz61@ gmail.com
Technical School & College, Panchagar.
02. Md. Ayub Ali Mobile: 01558315177
Principal
Technical School & College, Thakurgaon.
03. Md. Ramzan Ali Mobile: 01714170707
Principal mail: tscdinaj@gmail.com
Technical School & College, Dinajpur.
04. Eng. A. K. M. Mostafizur Rhaman Mobile: 01558510116
Principal
Technical School & College, Nilphamari.
05. Md. Nazrul Islam Mobile: 0159161516
Principal mail: tsclal@yahoo.com
Technical School & College, Lalmonirhat.
06. Md. Anwar Hossain Mobile: 0152164652
Principal mail: rtsc.rangpur@gmil.com
Technical School & College, Rangpur.
07. Md. Zamider Rahman Principal Mobile: 01715016707
Technical School & College, Kurigram. mail: tsckuri@gmail.com
08. Md. Jahidul Huq Mobile: 01710245433
Principal
Technical School & College, Gaibandha..
09. Md. Belal Hossain Mobile: 0157162230
Principal mail: engrmdbelalhossain@gmail.com
Technical School & College, Joypurhat.
10. Md. Aminur Rahman Mobile: 01715123934
Principal
Vocational Teachers Training Institute, Bogra.
11 Sri Jagonnath Sarkar Mobile: 01718056951
Chief Ins. (ELC) mail:
Principal
Technical School & College, Noagaon.
12. Md. Alauddin Mobile: 01718151146
Chief Ins. (ELC) mail: tscchapai@gmail.com
Technical School & College, Chapainaowabganj.
13. Md. Mahbubur Rashid Talukder
Principal Mobile: 01721761598
Technical Training Center, Rajshahi. mail: ttcraj@gmail.com
14 Name:
Principal
Technical School & College, Natore .
15. Md. Rezaul Hoque Mobile: 01712643701
Principal mail: engr.rhoquektsc@gmail.com
Technical School & College, Kustia.
16. Md. Siddiqur Rahman Mobile: 01711578235
Principal mail: principaltscm@yahoo.com
Technical School & College, Meherpur.
17. Md Masrequl Islam Principal Mobile: 01552481476 93
Technical School & College, Chuadanga. mail: rektsc@gmail.com
18. S.M. Tarikul Islam Mobile: 01777451459

Principal mail: jhenidah.tsc@gmail.com
Technical School & College, Jhenaidah.
19. Md. Khalilur Rahman Mobile: 01716610775
Principal mail: tscmagura@yahoo.com
Technical School & College, Magura
20. Md. Sanowar Hossain Mobile: 01712242437
Principal mail: sanower13@yahoo.com
Technical School & College, Narail.
21 AKM Shamsuddin Mobile: 01552481476
Principal mail: tsc.jessore@gmail.com
Technical School & College, Jessore.
22 Md. Modasser Ali Mobile: 0767470575
Principal mail: stsc76@yahoo.com
Technical School & College, Satkhira.
23. Md. Mehedi Hasan Principal Mobile: 01710490997
Technical Training Center, Khulna. mail: mehedi92buet@yahoo.com
24 Md. Mahbubur Rahman Mobile: 01710964615
Principal
Technical School & College, Bagerhat
25. Md. Fayejul Bari Mobile: 0716193546
Principal mail: fayejulbari@yahoo.com
Technical School & College, Pirojpur.
26. Sheikh Moniruzzaman Principal Mobile: 01718026639
Technical School & College, Barguna.
27. Abdul Maleque Mobile: 01776793253
Principal
Technical School & College, Patuakhali .
28. Md. Ziaul Haque Mobile: 01558312764
Principal
Technical School & College, Bhola .
29. Md. Abdul Jabber Mobile: 01715150037
Principal mail: tscjhalokathi@gmail.com
Technical School & College, Jhalokathi.
30. Nihar Ranjan Bormon Mobile: 01710014616
Chife, Ins.
Technical School & College, Barisal.
31. Md. Moniruzzaman Mobile:01733-157699
Princial
Technical School & College, Jamalpur.
32. Principal
Technical School & College, Sherpur.
33. Eng. Rafiqul Amin Mobile: 01747150084
Principal
Technical School & College, Sheylet.
34. Kazi Masbahul Islam Mobile: 01716338848
Principal
Technical School & College, Moulovibazar.
35. Habibur Rahman Mobile: 01554314268
Principal
Technical School & College, Hobiganj.
36. Kafil Uddin Ahmed Mobile:01190717139 94
Principal
Technical School & College, Laxmipur.

37. Md. Mahbubur Rahman Mobile:01558302005
Principal
Technical School & College,
Maijdee, Noakhali.
38. Md. Abdul Awal Mobile:01717218002
Principal mail: awa17654@gmail.com
Technical School & College, Feni.
39. Md. Abdul Khaleque Mia Mobile:01919842749
Principal
Technical Training Center, Chittagong .
40. Md. Nurul Hakim Mobile:01556538883
Principal mail: khagracharitsc2011@gmail.com
Technical School & College, Khagrachori.
41. Md. Nuruzzaman Mobile:01732927913
Instructor
Technical Training Center, Rangamati.
42. Md. Abdul Majid Mobile:01558344124
Principal mail: bandarbantsc@gmail
Technical School & College, Bandarban.
43. Md. Shorab
Principal (In-charge) Mobile: 01718888765
Technical School & College, Cox’s bazaar.
44. Bimol Kumar Pandit Mobile: 0178116812
Ins: Math
Technical School & College, Sunamganj.
45. Md. Afzal Hossain Mobile: 01715081601
Principal
Technical School & College, Sirajganj.
46. Md. Hafizur Rahman Mobile:01712247418
Principal mail: hafiz2830@gmail.com
Technical School & College, Pabna.
47. A.H.M. Azharul Haque Mobile: 01715-421456
Principal, mail: azhar.tsc@gmail.com
Technical School & College, Shariatpur.
48. Md. Shirazul Islam Mobile: 019801237
Technical School & College, Madaripur.
49. Nuruddin Ahmed Mobile: 01712161534
Principal mail: gtscgopalganj@gmail.com
Technical School & College, Gopalgonj.
50. Principal
Technical Training center, Faridpur.
51. Md. Mizanur Rahman Mobile: 01711107696
Principal mail: rtscmizan@yahoo.com
Technical School & College, Rajbari.
52. Md. Abul Kalam Azad Mobile:01715135665
Principal mail: tangtsc1973@gmail.com
Technical School & College, Tangail.
53. Rina akhter Jahan Mobile: 01714822316
Principal
Technical Training Center, Mymensing.
54. Principal 95
(In-Charge)
Technical School & College, Netrokona.

55. Md. Saedur Rahman Mobile: 01716683457
Principal mail: kishortsc@yahoo.com
Technical School & College, Kishoregonj.
56. Md. Sirazul Islam Mobile: 01552479142
Principal mail: bbaratsc@gmail.com
Technical School & College, Brahmanbaria.
57. Muhammad Ali Mobile:01556331624
Principal mail: comittc123@yahoo.com
Technical Training Center, Comilla.
58. Muhammad Solaiman Mobile:01558308891
Principal mail: msolaiman66@gmail.com
Technical School & College, Chandpur.
59. Principal Mobile: 02-7710357
Technical School & College, Manikganj. mail: tscmanikganj@gmail.com
60. Md. Monirul Islam Chowdhury Mobile: 01913386885
Principal
Technical School & College, Munshigonj.
61. Md. Akheruzzaman Mobile: 01911916578
Principal
Technical School & College, Narshingdi.
62. Haripada Chandra Pual Mobile: 01711338351
Principal mail: hrpdpaw@yahoo.com
Technical School & College, Gajipur.
63. Md. Rashid Al Mamun Mridha Mobile: 01552496193
Principal
Technical School & College, Narayangonj.
64. Md. Shazzad Hossin Mobile: 01715158153
Principal mail: bgttc.1965@yahoo.com
Bangla- German Technical Training center,
Mirpur, Dhaka.
1st Floor, Telecom Training Centre, Tejgaon, Dhaka-1208.
Tel: 8891091, 8891093, 8891096, Fax: 8891092
E-mail: nsdcsecbd@yahoo.com, Web: www.nsdc.gov.bd

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Survey of TVET Providers

National Skills Development Council Secretariat (NSDCS)

Ahmadullah Mia, Ph.D1

First Published December-2015

Cover Design: Probir Saha

Photographs: Provided by Ahmadullah Mia

For further information about this book

Design & Print: Sparrow Communication

Copyright© National Skills Development Council Secretariat (NSDCS)

A.B.M. Khorshed Alam Convener (Current)

Technical Support Team

Mohammad Mojibur Rahman

A.B.M. Khorshed Alam

ADB Asian Development Bank

chapter one: background

chapter two: a brief review of tvet situation in bangladesh

chapter three: survey of tvet providers – the present empirical study

chapter four: findings of the survey

Figure 4.1: Institutions (%) by division

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

Introduction and method of study

Programme/ Level of General area/ field Specific technology (popular)

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

Female participation in TVET presents a depressing picture, as the proportions of female

Discussion and recommendations

New institutions and introduction of new technical-vocational course programmes

Accredited by BTEB, some of the technologies/trades (such as those of engineering at

Absence of equipment/tools necessary to ensure proper skills training at a big proportion of

2. The traditional social-cultural barriers and non-traditional barriers upon female

4. Technologies/trades varying in popularity possibly indicating their varying demand need

• What is the condition of demand or employability of such technologies/trades in the

6. The overall phenomenon of utilization and non-utilisation of the available training

7. Industries and their associations, employers, associations, workshops and other

Survey of TVET Providers Bangladesh

Survey of TVET Providers Bangladesh

Survey of TVET Providers Bangladesh

Survey of TVET Providers Bangladesh

Access to and equity in the TVET system

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

Survey of TVET Providers Bangladesh

Negative attitude of employers toward institutional training of worker is compounded by the

It is noted that BTEB’s investment in research and development is virtually nil or

Quality and capacity deficiency of TVET

TVET Reform Project

Survey of TVET Providers Bangladesh

Skills Training Project – An initiative to respond to the problem

Survey of TVET Providers Bangladesh

MDGs in Bangladesh and TVET : Strategic importance of TVET Reform

Survey of TVET Providers Bangladesh

Policy frameworks toward technical vocational skills development

Adoption of the National Skills Development Policy (NSDP) of Bangladesh is a landmark in

The specific objectives of the policy have been to:

Survey of TVET Providers Bangladesh

Survey of TVET Providers Bangladesh

Survey of TVET Providers Bangladesh

The specific focus of the survey has been to:

Coverage of the survey

Survey of TVET Providers Bangladesh

Methods adopted for the survey

Institutions were selected by considering their strata according to their distribution by

Survey of TVET Providers Bangladesh

Level of certification (or type) of course programme

Survey of TVET Providers Bangladesh