Islamic University of Technology (IUT)

Organization of Islamic Cooperation (OIC)

Board Bazar, Gazipur – 1704

(THESIS PROPOSAL)
Application form for the Approval of M.Sc. /Ph.D. Thesis Proposal

A. Student Details
1. Name of the student: Bashir Ali Sidi Date: 04/17/2021
2. Student No.: 191031102 Status: Full time
3. Present Address: Room No.216 north Hall, IUT, Board Bazar, Gazipur. Tel: +8801833342097,
Email- bashirali@iut-dhaka.edu
4. Name of the Department: Technical and Vocational Education (TVE)
5. Programme: MSc.T.E. In Mechanical Engineering
6. Date of first Enrolment in the Programme: 21/01/2020

B. Thesis Supervisor
1. Name of the Supervisor: Prof. Dr. Md. Faruque Ahmed Haolader, Professor, TVE Department, IUT
2. Name of the Co-supervisor (if any): None
3. Number of Post-Graduate Student(s) working with the Supervisor at present (Approved by CASR):
C. Thesis Proposal
1. Tentative Title of the thesis / project: TVET Teacher Education and Training: Relevance of OIC- IUT
undergraduate level teacher education (BSc. TE) curriculum with the occupation of an automobile
engineer/ technologist/ technician.

2. Background and present state of the problem

Teacher education is a structure of organized studying experiences which provide its receiver with skills
for the impartation of knowledge and impacting a change in behaviour in a student or group of students.
Teacher education as defined in Maduewesi and Ezeoba (2010) is the set of events and occupations which
are expected to help would be teachers acquire proper knowledge, skills, the right kind of attitude, habit
and competencies needed to allow them enter the teaching profession and become talented, helpful and
well planned teachers. Teacher education has been challenged by the need to enhance the new teachers’
ability to implement new pedagogical approaches and take advantage of ICT for teaching and learning
(Paivi Hakkinen et. al, 2017). The human capital development especially teachers in the field of technical
and vocation education are a critical factor to generate and maintain economic growth specifically in the
formation of skilled workers (Paryono, 2015). The availability of highly skilled work force is important in
supporting the transformation of the entire economic sector towards activities that are intensified with
knowledge, generate labour productivity and attract investments.
Education is a process of enabling individuals to live as useful and acceptable members of a society
(Aigbepue, 2011). Also, Igbinedion and Ojeaga (2012) see Education as a veritable means of progress for
nations and individuals. Similarly, Okebukola (2012) opined that Education is a process of updating the
knowledge and skills of the individual that will be useful to himself or herself and to the community.
Education help individual’s to gain ideas, knowledge and experience that will make them useful to
themselves and the society. General education prepares us to live well. Vocational education prepares us
to work well (Snedden, 1910). In the human capital framework, general education creates general human
capital ‘and vocational and technical education specific human capital ‘(Becker, 1964).
Furthermore, UNESCO (2002) stated that technical vocational education and training (TVET) is a
comprehensive term which encompasses the study of technologies and related sciences and the
acquisition of practical skills, attitudes, understanding and knowledge related to occupation in various
sectors of economic and social life. Technical and Vocational Education and Training refers to education
and training that prepares persons for gainful employment (Finch and Crunkilton 1999).
TEVT students should be prepared for the world of work not only by having skills that will get those jobs,
but also by knowing how to work. They need to know how to apply for a job, how to be reliable workers,
how to get along on the job, how to give their best to their job, and how to grow in their work by
developing personal skills and abilities. The relevance of curriculum is a major determinant of the
employability and the employment potential of the learner. Therefore, curriculum should be adjusted to
reflect work force needs and changes. Relevance is a critical issue in TEVT curricula. Relevance conveys
the potential for employment and the ability to meet job requirements. Maintaining relevance in the
TEVT curricula is a never ending task. Preparation of individuals for initial and continued successful
participation in the labor force is a measure of TEVT‘s success. At the same time, the curricula of TEVT
are a mirror of that success. To measure up to the demand, the curricula of TEVT must be derived from
requirements in the world of work.
Academic education helps to develop intellectuality. With intellectuality TVET graduates could link
technical skills with socio-cultural, political, economical, moral, ethical and environmental conditions of
national and international context. Technology has wider implications that extend beyond science to
subject areas like vocational education, social studies, art, ethics and value education (Ramadas, 2003). It
helps graduates for giving logics and preparing scientific documentation based on the levels of their
learning.
Specialized education, especially in fields that are in demand, can be compelling to students and displaced
workers. Specialized education is just what the term suggests: a course of study focused on a particular
subject. Specialized education is often focused on training to prepare students for the workplace. An
essential aspect of technology education is practical work, including planning, design, construction and
experimentation (Ramdas, 2003). An example of a specialized educational institution is a vocational
school where students study skilled trades.
The definition of competency implies a more formal, objective process of assessing performance by
clearly knowing what is being assessed and how it is assessed. This approach is quite different than most
of the past performance assessment practices utilized in the industry.
Occupation can be defined as the job or type of job that a person has. Or any activity in which a person is
engaged. Occupation can be anything, an engineer, a doctor, a business man and a nurse are all
occupations.
Profession implies an occupation that needs special knowledge or training. For example teacher, engineer,
technician and lawyer all needs educational training.
Occupational analysis is generally carried out to identify the contents of occupations in attempts to
achieve job classifications and establish different remuneration levels.
According to the approach of development, a curriculum is not designed once and for all, but it should be
developed and supplemented depending on the socio-economic development, scientific and technological
achievements to meet the requirements of the labor market. Thus, curriculum development is a
continuous process in order to constantly improve the curriculum. Basically, creating a curriculum
consists of three basic steps: Designing a curriculum, implementing the curriculum, evaluating the
curriculum, ((Oliva, 2009).
DACUM (Developing a Curriculum) is an occupational analysis method aimed at the achievement of
results that may be immediately applied to the development of training curricula. Many countries and
organizations have recently worked on the design of its training programs by taking DACUM as the
starting point.
As the production of cars increases day after day and the innovations of new cars increases that means the
graduates of automobile engineering is crucial. In order to close up the industry-academia gap, there is an
immense work required by the educational institutions to align their curricula, instructional strategies and
teaching-learning materials and media/ aids with the existing needs of the industry, if education is to
make any sense to the society.
Automobile is a self- propelled vehicle that travels on land. It usually has four wheels. An engine
provides the power to move the vehicle. The automobile or car, carries people primarily for their personal
transportation. There are many different styles of car. Some people like a sports car like the Chevrolet
corvette and some people like family car.
Automobile engineering is the branch of engineering that deals with designing, manufacturing,
mechanical mechanisms as well operations of automobiles. Automobile engineering is very important
field of engineering because today’s world all people use car.
There is a research that has been done previously about The Relationship of Academic Courses to Skills
Required of Automobile Repair Technician by Stephen H. freund in 2013.the main objective of his
project is to relate the need and the importance of academic skills, acquired through general education
coursework, to the effectiveness and efficiency of the automobile repair technician’s expertise in his or
her employment. What is missing for his project is to identify the occupational tasks that the automobile
engineer can do in automobile workshops/ industries. So there is a gap in this aspect that I want to
elaborate and make it clear in my proposal.
In this research the relevance of BSc.TE including DTE curriculum with the occupation of automobile
engineering will be studied. What motivates me in this area is to enrich the existing BSc.TE curricula
(specialization in mechanical engineering) so that BSc.TE graduates (future TVET teachers) will be able
to produce TVET graduates who can fulfill the requirements of the occupation of automobile engineering
industries.
According to federal republic of Nigeria, The objectives of technical and vocational education and
training (TVET) as expressed in the National Policy on Education (FRN, 2004) include the following:
(a) To provide trained man power in applied science, technology and commerce particularly at sub-
professional levels.
(b) To provide people who can apply scientific knowledge to the improvement and solution of
environmental problems for the use and convenience of man.
(c) To provide the technical knowledge and vocational skills necessary for agricultural, industrial,
commercial and economic development.
(d) To give an introduction to professional studies in engineering and other technologies.
(e) To give training and impart the necessary skills leading to the production of craftsman, technicians
and other skilled personnel who will be enterprising and self-employed.
f) To enable our young men and women to have an intelligent understanding of the increasing complexity
of technology.
3. Research aims and objectives
This study aims at narrowing the skill gap between the technicians/ engineers’ qualifications (training
level, skills) who work in workshop/ industries and the BSc.TE graduates (future TVET teachers ) who
will ultimately produce TVET graduates who are competent for the occupation of automobile engineering
workshops and industries. In order to improve and develop the competency of the graduates we need to
review the curriculum and have good teachers or trainees. In this research we are going to focus on how
we can get best graduates for the occupations of automobile engineering workshops/ industries. The
quality of TVE graduates has been a subject of major concern for most industries in the world. Most
industries in the world criticize on TVE graduates as having low level skills required for the occupation in
industries and lack of confidence in doing their duties.
Most TVE graduates have to give re- training program since most of them are viewed non- employable
going by the quality they got from their institutions. As we know there is no automobile industries in
Bangladesh, we will focus on automobile workshops since cars technology are improving the workshops
are improving also and the TVET institutions should improve in order to get graduates fit for the job. The
workshops is constantly broadening and the knowledge is becoming complex. The role of developing
better curriculum in TVET institutions is important in bridging the gap between the TVET institutions
and the workshops needs of employers. Curricula are expected to be developed with the objective of
producing skilled and employable workers that can easily fit into the industry without being re-trained
(Ayove, eta’l., 2009). The goal of TVE-IUT graduates is to produce graduates who can produce more
students if they go back to their countries. Also, we are going to explore that, whether IUT graduates have
knowledge about what is going on in industry.

The Specific objectives of this study are:

i. To assess the present state of the linkage between IUT and automobile workshops/ industries.
ii. To identify the occupational tasks (duties/ and responsibilities) and the occupational tasks
(competences) of an automobile engineer/ technologist/ technician working in the field of
automobile engineering.
iii. To determine the skill gaps (if any) between the BSc.TE (specialization in mechanical
engineering) graduates and occupational competences required for an automobile engineer/
technologist/ technician working in the field of automobile engineering.

4. Possible outcomes:
This study will reveal the skill gaps (if any) between the BSc.TE (mechanical engineering) and the
automobile workshops/ industries. This study will tell the level of competence and the extent to which
there is a need for updating the course contents of B.Sc.TE in IUT. Ultimately it will contribute to
enhance the curriculum and produce more effective and efficient graduates who can also contribute to
produce more effective students for their respected OIC countries.
5. Methodology
5.1 Research Design
According to kerlinger ‘‘research design is the plan, structure and strategy of investigation conceived so
as to obtain answer to research questions and to control variance’’. And according to William Zikmund
“Research design is a master plan specifying the methods and Procedures for collection and analyzing the
needed information’’. This is an descriptive type applied research and qualitative in nature.
5.2 Research scope and participants
This research is delimited to TVET teacher education curriculum at undergraduate level (BSc TE
(specialization in Mechanical Engineering) of IUT and automobile enginering technology and maintenace
workshops/ industries. The participants of this study comprises of those who work in automobile
maintenance workshops/ industries in Bangladesh.
5.3 Sample
According to fritz scheuren ‘‘the word survey is used most often to describe a method of gathering
information from a sample of individuals’’. And According to Good and Hatt, “A sample as the name
implies, is a smaller representation of a larger whole.” And according to P. Y. Young Sampling, “It is the
process of selecting a sample from the population. For this purpose, the population is divided into a
number of parts called sampling units.’’ A survey can be conducted by either of two methods namely: 1.
Census Method or Parametric method and 2. Sampling method or Non-parametric method. Census
method deals with the investigation of entire population whereas sampling method is to select small group
as representative of the whole universe. Since there is no data available indicating the precise number of
automobile maintenance workshops in Bangladesh, the method of sampling will be purposive sampling.
Purposive sampling is a sampling technique in which researcher relies on his or her own judgment when
choosing members of population to participate in the study. The idea behind purposive sampling is to
concentrate on people with particular characteristics who will better be able to assist with the relevant
research. I will choose the workshops randomly and visit workshops those are near to IUT.
5.4 Data collectionThe research tools

A researcher requires many data gathering tools or techniques. Tests are the tools of measurement and it
guides the researcher in data collection and also in evaluation. Tools may vary in complexity,
interpretation, design and administration. Each tool is suitable for the collection of certain type of
information.
Different tools used for data collection may be;
1. Questionnaires
2. Interviews
3. Schedules
4. Observation Techniques
5. Rating Scales
Interview is a two way method which permits an exchange of ideas and information. According to W. J.
Goode & P.K. Hatt “Interviewing is fundamentally a process of social interaction.” According to
(Anderson, 1998, p. 123), in qualitative research, the researcher is the principal data collection
instrument, meaning he is the center point for data collection. In this study, the researcher will gather
required data through use of Focus Group Discussion (FGD), individual Interview with workers, desk
studying curriculum and other related documents interviewing as well as by observation, for example, the
workshops in Gazipur and Dhaka, those are not very far from IUT, will be visited by researcher if the
current COVID19 situation improves and the authority allows it. The FGD and/or individual Interview
may be conducted via online or in presence (face-to-face) depending on the situation during the data
collection phase.
. This is the most common format of data collection in qualitative research. According to Oakley,
qualitative interview is a type of framework in which the practices and standards be not only recorded,
but also achieved, challenged and as well as reinforced.
An open-ended interview is a way of gathering information from people. An interviewer asks questions of
a participant, who then answers those questions. These interviews will focus more on the participant's
thoughts, feelings, experiences, knowledge, skills, ideas and preferences. Open-ended interviews are
separated into three groups based on how structured they are. The first type, informal, is the least
restrictive. The interviewer doesn't prepare any questions in advance, instead asking questions
spontaneously. Subsequently, no two informal interviews are alike. The second type, interview guide, is
semi-restrictive. The interviewer uses a general outline of issues or questions, but can use other questions
generated spontaneously or go to other topics based on the responses of the participant. The third type,
structured, is the most restrictive. The interviewer can only use the exact same questions on specific
topics for each interview, and those questions are carefully worded to avoid ambiguity or specific
undesired connotations (Jamshed, S. (2014). For objective one? semi structured interview will be used to
gather data and for objective two? structured interview will be used and finally for objective three? it
depends on identifying occupational tasks in objective two and then comparing it with BSc.TE
(mechanical engineering) curriculum.

5.5 Data collection procedure

This research requires to go and visit some workshops in Bangladesh and asks the workers some
questions and based on that we will get some answers from them. The researcher shall visit the
workshops and administer the offline interview. Due to the Covid-19 pandemic, the researcher might also
collect data from
5.6 Data analysis procedure
According to LeCompte and Schensul, research data analysis is a process used by researchers for
reducing data to a story and interpreting it to derive insights. The data analysis process helps in reducing a
large chunk of data into smaller fragments, which makes sense.  The key elements of this analysis will be
the responses that will obtain from the employers or workers I interviewed and the evaluation of
academic courses included in the programs of the automobile courses. I will relate these components to
information I obtained from the literature.?
6. Reference (where is Haolader, Cicioglu and …2015?)
Dittrich, J., & Abdullah, A. G. (2013). Collaboration in TVET.
Serumu, I. (2015). Challenges of implementing technical and vocational education and training (tvet)
curriculum in Delta State Colleges of Education. Global Advanced Research Journal of Educational
Research and Review, 4(5), 072-080.
Wahba, M. (2013). Competence standards for technical and vocational education and training TVET.
Retrieved on, 28(11).
Erjavec, J., & Thompson, R. (2014). Automotive technology: a systems approach. Cengage learning.
Halderman, J. D., & Mitchell, C. D. (2014). Automotive technology. Pearson.
Dengler, K., Matthes, B., & Paulus, W. (2014). Occupational tasks in the German labour market. FDZ
Methodenreport, 12.
Hasselkus, B. R. (2011). The meaning of everyday occupation. Slack Incorporated.
Grijpstra, D., & Papier, J. (2015). TVET teacher education in Africa. Retrieved on, 23(09), 2018.
Grollmann, P. (2008). The quality of vocational teachers: Teacher education, institutional roles and
professional reality. European Educational Research Journal, 7(4), 535-547.
Walker, D. F., & Soltis, J. F. (2004). Curriculum and aims. Teachers College Press.
Young, M. (2014). What is a curriculum and what can it do?. Curriculum Journal, 25(1), 7-13.
Le Deist, F. D., & Winterton, J. (2005). What is competence?. Human resource development
international, 8(1), 27-46.
Hager, P., & Gonczi, A. (1996). What is competence?. Medical teacher, 18(1), 15-18.
Eraut, M. (1998). Concepts of competence. Journal of interprofessional care, 12(2), 127-139.
Weinert, F. E. (2001). Concept of competence: A conceptual clarification.
Jamshed, S. (2014). Qualitative research method-interviewing and observation. Journal of basic and
clinical pharmacy, 5(4), 87.

The reference lists shall be presented in accordance with APA bibliographic practices
7. List of courses completed so far:

Sl. No Course Course Title Credit Grade Grade Point GPA

Number Hours
01 MCE 6121 Advanced 3 A- 3.5
topics in
manufacturin
g
02 MCE 6145 Convective 3 B+ 3.25
heat transfer
03 TVE 6113 Curriculum 3 A+ 4
development
in TVE
04 TVE 6125 Advanced 3 A+ 4
methods and
techniques of
teaching
05 TVE 6153 Educational 3 A+ 4
research
06 MCE 6291 Thermal 3 B 3
environmental
engineering
07 MCE 6329 Digital 3 A 3.75
manufacturin
g and rapid
manufacturin
g
08 TVE 6233 Online 3 A+ 4
teaching and
learning
09 TVE 6271 Educational 3 A 3.75
guidance and
counselling
10 TVE 6273 Management 3 A 3.75
and
administration
in TVE

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Name of the Tabulator Signature of the Tabulator
8. Cost estimation:

Sl. No Items Unit Cost Total Cost

Grand Total As per IUT rule

9. Approximate time schedule, Masters (28-32 weeks)

Sl. No Tasks Expected Time

01 Background and present state of
the problem
02 Aims and objectives
03 Research proposal and budget
planning
04 Discussions with supervisor & 14/07/21
Submit Complete Proposal
05 Data Collection, Analysis and October-November
Interpretation
06 Report Writing
07 Thesis Report Printing, Binding Feb 2022
& Submission
08 Thesis Defense Jan 2022

10. PGC/Doctoral Committee reference:

Meeting No.: Resolution No.: Date:

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Signature of the student Signature of the Co-supervisor (if any)

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Signature of the Supervisor

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Signature of the Head of the Department