TVET Challenges and Solution_ BIAM_ 11 AUGUST 2025.pptx

Technical and vocational education system of Bangladesh

1. Best practices, Success Stories and Action Plans for Teaching TVET Students in Bangladesh By: Shamshur Rahman Khan Additional Secretary (Development) TMED Ministry of Education

2. How TVET means : Pathway to career in industry, Social doctor, Technical talent, Learning for life, Ready for the world of work, Link between industry and education, Market ready workforce.

3. Why TVET is important ? TVET is important because economic prosperity of a country is based on the education and technical expertize of its population. Germany, Austria and Switzerland have world renowned dual TVET systems, Canada has excellent reputation for TVET in their community college system, and Finland has a world leading education system in which TVET has major role. Singapore with no natural resources has grown into a south east Asian powerhouse due to intelligent policy decisions regarding public-private collaboration in TVET. Chinas phenomenal growth is partly based on a heavy focus on TVET. Australia father of CBT&A

4. TVET Tools Teaching technical subjects , is best done with a hands-on realistic approach. The benefits are increased content retainment, better student engagement, improved alternative and critical thinking, more real-world experience and increased workplace safety. Adequate training systems are necessary tools needed by all educators or trainers to effectively train the next generation technical workforce.

5. Economic Development and TVET Poverty elevation; Creating employment opportunities; Human resource supply in overseas creating revenue and increasing remittance; Generate green skills; Creativity, Innovation, and new Technology/product development; Research and Development in applied fields; Meeting technical workforce demand of the country; Pathway to higher study opportunities;

6. What is expected from TVET Institute ? Build confident , Skilled and work ready market responsive workforce; Learn in the class room within workplace and on the job; Finding a trade and technology that take students all over the world; Career pathways , employability and further study; Create TVET-Ecosystem so that learners will enjoy to come to institute as it is the best of the world; Develop commitment working through; Solving skill shortness by producing social doctors; Generating green jobs

7. Development needs in TVET institutes Infrastructure development (including modernization of labs); Land acquisition; Curriculum modernization; Capacity building of TVET teachers and staff; Gender equity; Resource mobilization; Strengthening industry-institute linkage; Employment support; Greening of TVET institutes; TVET goals addressing economy and technical development

8. Government Institutes under DTE SL Institution Courses Number Seat 1 Engineering College (Barisal, Faridpur, Mymensingh & Sylhet) B.Sc. in Engineering 4 660 2 Technical Teachers Training College (TTTC) B.Sc. & Diploma (Technical Education), Teacher’s Training. 1 180 3 Vocational Teachers Training Institute (VTTI) Teachers Training, Skills Training as per NTVQF level, Certificate in Vocational Education 1 As per admission 4 Polytechnic Institute Diploma in Engineering, Skills Based Short Course 50 43,250 5 Technical School and College (TSC) HSC & SSC (vocational), Class 6 to 9, Skills Based Short Course, Skills Training as per NTVQF level 155 97,400 8

9. Courses Entry year of Schooling Duration Male Student Female Student % of Female Total Student Short Course Min 08 years 360 Hours 225583 115928 7.03% 341511 SSC (Vocational) 08 years 2 Years 408759 168420 10.21% 577179 Dakhil (Vocational) 08 years 2 Years 12485 6369 0.39% 18854 HSC (Vocational) 10 years 2 Years 21891 3056 0.19% 24947 HSC (BMT) 10 years 2 Years 297888 128847 7.81% 426735 Diploma in Engineering 10 years 4 Years 221192 38602 2.34% 259794 Total = 11,87,798 4,61,222 27.97% 16,49,020 Statistics of TVET Students for 2023 Current Enrolment in TVET is 19.00% (2023) 9

10. Policies for TVET development Initiatives in TVET reforms are based on the following policies and plans- Bangladesh National Qualification Framework (BNQF); TVET Development Action Plan; National Education Policy- 2010; National Skills Development Policy-2021; Bangladesh Technical Education Board Act -2018; Blended Learning Action Plan; Sustainable Development Goals (SDG) Action Plan (2016-2030).

11. Female participation in TVET Admission quota for Female increased from 10% to 20%; Women friendly technology/trade launches are underway; Provide stipend to 100% female students in G2P system; Female friendly TVET ecosystem are being nurtured; Each TVET institute has incorporated separate washroom and common room facilities; Establishment of separate institutions for female students. 11

12. Increasing PWD participation in TVET An admission quota of 5% is in effect for People with Disabilities (PWD); Each public TVET institute has special infrastructure support for students with special needs such as ramp, user friendly toilets; 12

13. TVET Stipend Program Provides student stipends to all public and private TVET institutions through G2P payment system For Diploma students - BDT 500 per student/Month for stipend; - BDT 1000 per semester for educational materials; For HSC (Vocational) students - BDT 500 per student/Month for stipend; - BDT 1000 per year for educational materials; For Dakhil /SSC (Vocational) students - BDT 300 per student/Month for stipend; For Class 8 students - BDT 285 per student/Month for stipend; For Class 6-7 students - BDT 235 per student/Month for stipend; Statistics of Disbursement for Stipend Financial Year No. of Institutes No. of Students Taka (In Crore) 2019-20 157 114087 45.63 2020-21 3704 429934 133.74 2021-22 3755 641300 167.96 2022-23 3780 958957 282.53 2023-24 (Projection) 3855 1233482 425.00 2023-24 (Distributed upto Dec-23) 434996 126.04

14. China-Bangladesh TVET Scholarship With the collaboration of Chinese Embassy-Dhaka and DTE, 845 students with scholarship have gone for Diploma level education in China during 2017 to 2023. This scholarship opportunity is available for TVET students and TVET graduates from Bangladesh.   14

15. Modernization of Laboratories and Workshops The Laboratories and Workshops in TVET institutes are being modernized through development project funds; currently all the 13 running development projects have laboratory modernization as major component; Additional budget is being allocated to all the TVET institutes to procure need based modern machineries and equipment; 15

16. BNQF and NTVQF National Technical and Vocational Qualification Framework (NTVQF) has been developed with level 1-6; All skills trainings, assessment and certifications are being run as per NTVQF standards; To integrate all streams of education under one framework, a Bangladesh National Qualification Framework (BNQF) has been developed with level 1-10; the structure has already been approved by the Ministry of Education and it establishes lateral transfer of qualification between different levels and different streams of education. 16

17. Curriculum Development Emerging technologies are aligned with mother technology to expand employment opportunities for Diploma in Engineering graduates; Industry led trades have been identified and curriculum updated accordingly for SSC (voc.) and HSC (voc.); Diploma-in-Engineering syllabus updated in regulation 2020; Business Management courses are aligned with industry practice and reformed into Business Management Technology; 513 competency standards developed in 249 occupations in different levels of NTVQF; 17

18. Current development actions for TVET institutes (Investment Projects)

19. Current development actions for TVET institutes (Technical Assistance Projects)

20. Proposed Projects

21. Challenges Ensuring quality TVET for students; Establishing gender equality in TVET; Infrastructure development for people with special needs; Increase the number of skilled and qualified teachers; Modernization of existing infrastructure, laboratory and workshops; Introducing TVET in general education; Inter-ministerial coordination; Curriculum development as per IR 4.0; Support to policy formulation; Smooth cooperation from development partners; Strengthening Industry-Institute linkage; Strengthening Networking among stakeholders;

22. Future Planning for TVET institutes Development and expansion of infrastructures; Provide higher education and training to teachers /Officials at home and abroad; Formulation of teacher-student exchange policy; Integration of Green Practice in Technical Education Institutes; Implementation of Online MPO system for non-Government Institutes;

23. Future Planning for TVET institutes Ensuring facilities for students with special needs in technical education; Implementing Dual Training System; Introducing of vocational education in general education including madrasas; Implementation of BNQF (Bangladesh National Qualification Framework) in TVET; Skills mapping for actualization of TVET technologies and trades; Strengthening Industry-Institute Linkages for increasing TVET employment opportunities; Need always survey to access the TVET present status and future development for TVET;

24. Future Planning for TVET institutes Arranging Job Fair in Bangladeshi TVET institutes in collaboration with European organizations functioning in Bangladesh; Prioritizing Demand Driven Technologies as per 4IR; Increasing Recognition of Prior Learning (RPL) & certification; Establishment of RTO and RPL for training ,assessment and certification in European and Arab countries for Bangladeshi workforce; Skills upgrading of TVET teachers through in service training and CPD; Introducing industrial in service placement for TVET teachers. Industrial TVET partnership; Accreditation of certificates.

25. Social Stigma Challenges: Perception of TVET as a less prestigious educational path Lower societal acceptance of TVET learners Solutions: Public awareness campaigns highlighting the value of TVET Success stories of TVET graduates

26. Future Directions for TVET in Bangladesh Enhanced Teacher Training: Continuous professional development for teachers Technological Integration: Incorporate advanced technology in teaching and learning Policy Support: Advocate for supportive policies and increased funding for TVET International Collaboration: Partner with international institutions for knowledge exchange and resource sharing Student Support Services: Provide comprehensive support services to help students succeed Raising awareness about the value of TVET Promoting inclusivity and diversity in TVET

27. Any question