Bangladesh Perspective

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Re

Re--orienting TVET Policy towards Education orienting TVET Policy towards Education for Sustainable Development

for Sustainable Development

Bangladesh Perspective Bangladesh Perspective Presented by Presented by Ms. Razia Begum Ms. Razia Begum Additional Secretary Additional Secretary Ministry of Education Ministry of Education Government of Bangladesh Government of Bangladesh

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Outline

1. Objective/ Rationale

2. A short brief on Technical and

Vocational Education in Bangladesh

3. Certificates/ Diplomas/Degrees offered in TVE

4. Enrollment and Expenditure in TVET

5. Challenges

5. Challenges -- Quality Assurance, Quality Assurance,

Accountability, Governance and Sustainability

Issues.

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Objectives

•

1. To give a brief account on the status of 1. To give a brief account on the status of the TVET in Bangladesh.

the TVET in Bangladesh.

•

To give an overview of the Government To give an overview of the Government programs and policies.

programs and policies.

•

To highlight some of the best practices To highlight some of the best practices used in TVET in Bangladesh.

used in TVET in Bangladesh.

•

To focus on risks and challenges lying To focus on risks and challenges lying ahead.

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A Short Brief on Technical and

Vocational Education:

(

Certificates/ Diplomas/Degrees offeredCertificates/ Diplomas/Degrees offered)) 1.

1. CertificatesCertificates:: SSC/HSC (Vocational)SSC/HSC (Vocational) Offered by

Offered by : Govt./Non Govt. Technical Schools : Govt./Non Govt. Technical Schools and Colleges.

and Colleges.

Prerequisite

Prerequisite:: 10 yrs of Schooling (SSC), 12 yrs of 10 yrs of Schooling (SSC), 12 yrs of Schooling (HSC)

Schooling (HSC)

2.

2. DiplomasDiplomas :: 4 years course, _{4 years course,}Polytechnic InstitutesPolytechnic Institutes

Requisite :

Requisite : SSC/HSC(Voc)SSC/HSC(Voc) 3. Degrees:

3. Degrees: 4 years course, _{4 years course,}Engineering CollegesEngineering Colleges

Requisite:

Requisite: Diploma, HSC (voc) and equivalent. Diploma, HSC (voc) and equivalent.

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Technical and Vocational Education:

Present status

a) Certificate level: a) Certificate level:

(i)

(i) Govt. Technical School and Colleges:Govt. Technical School and Colleges: These type of institutes conducts SSC

These type of institutes conducts SSC

(Voc) and HSC (Voc) certificate courses.

–

– SSC (Voc) 10 years Schooling program_{SSC (Voc) 10 years Schooling program} –

– HSC (Voc) 12 years Schooling program_{HSC (Voc) 12 years Schooling program} (prerequisite qualification SSC (Voc))

(prerequisite qualification SSC (Voc))

•

Besides this, Technical School and Besides this, Technical School and Colleges conducts short courses for

Colleges conducts short courses for

different time period.

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(ii)

(ii) NonNon--Govt. Schools :Govt. Schools :

These type of schools conducts SSC (Voc)

Course.

b) Diploma level institutes:

•

Polytechnic institutes and similar type Polytechnic institutes and similar type institutes.

institutes.

•

These type of institutes conducts These type of institutes conducts 4 years 4 years diploma in Engineering, Survey, Glass and

diploma in Engineering, Survey, Glass and

ceramic, graphic arts and printing courses

•

PrePre--requisite qualification is : SSC, requisite qualification is : SSC, SSC(voc) and equivalent.

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(

(c) Degree level institutes:c) Degree level institutes:

•

These institutes conduct 4 years BSC in These institutes conduct 4 years BSC in Engineering, Leather Technology, Textile

Engineering, Leather Technology, Textile

technology and Technical Education

courses.

•

Prerequisite qualification required to enroll Prerequisite qualification required to enroll these courses :Diploma, HSC (voc) and

these courses :Diploma, HSC (voc) and

equivalent.

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List of affiliated institutes,

specialization and intake capacity

1.Diploma in Technical Education

Number of Institutes

Public

Public PrivatePrivate TotalTotal 1 1 -- 11 120120 Intake Intake Capacity Capacity 2.Diploma in Vocational Education

80 80 1 1 -1 1 Total Total Private Private Public Public Intake Intake Capacity Capacity Number of Institutes Number of Institutes

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3.Diploma in Engineering

Public

Public PrivatePrivate TotalTotal 47 47 128128 175175 35,83235,832 Intake Intake Capacity Capacity

Area: Architecture, Automobile, Chemical, Civil, Civil (Wood), Computer, Electrical, Electronic, Food, Mechanical, Power, Refrigeration and Air-Condition, Offset Printing, Graphic Reproduction Printing, Ceramic, Glass, Marine, Shipbuilding, Aircraft Maintenance (Aerospace), Aircraft Maintenance (Avionics), Computer Science, Data Telecommunication and Networking, Surveying, Architecture and Interior Design, Construction, Electro medical, Environmental, Garments Design and Pattern Making, Instrumentation and Process Control, Mechatronics, Mining and Mine Survey, Telecommunication.

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4. Diploma in Textile Engineering

Public

Public PrivatePrivate TotalTotal 03 03 -- 0303 150150 Intake Intake Capacity Capacity

Area: Yarn Manufacturing, Fabric Manufacturing, Wet Processing, Garments & Clothing.

2,280 2,280 26 26 20 20 06 06 Total Total Private Private Public Public Intake Intake Capacity Capacity Number of Institutes Number of Institutes 5. Diploma in Forestry

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6. Diploma in Agriculture

Public

7. Diploma in Animal Health and Production

300 300 03 03 -03 03 Total Total Private Private Public Public Intake Intake Capacity Capacity Number of Institutes Number of Institutes

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8. a. Diploma in Health Technology b. Certificate in Health Technology

No of Institution No of Institution a. M/O Health. a. M/O Health. b. M/O Education b. M/O Education Intake Intake Capacity Capacity Total Total Intake Intake Capacity Capacity Public

Public PrivatePrivate TotalTotal a.

a. 55 2929 3434 41004100 b.

b. 00 5252 5252 19201920 Certificate in Health Technology

Certificate in Health Technology

Public

Public PrivatePrivate TotalTotal a.

a. 00 6767 6767 21802180 b.

b.

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10. HSC (Business Management)

Public

Public PrivatePrivate TotalTotal -- 13271327 13271327 1,19,2501,19,250 Intake Intake Capacity Capacity

Area: Computer Operation, Secretarial Science, Accounting, Banking, entrepreneurship.

11. HSC (Vocational) 16,740 16,740 64 64 -64 64 Total Total Private Private Public Public Intake Intake Capacity Capacity Number of Institutes Number of Institutes

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12. SSC (Vocational)

Public

Public PrivatePrivate TotalTotal 129 129 15971597 17261726 1,25,0001,25,000 Intake Intake Capacity Capacity

Area: Audio Video System, Agro Based Food, Automotive, Building Maintenance, Civil Construction, Computer, Drafting (Civil), Drafting (Mechanical), Dress Making & Tailoring, Farm Machinery, Fish Culture & Breeding, Fruit & Vegetable Cultivation, Food Processing & Preservation, General Mechanics, General Electrical Works, Livestock Rearing & farming, Poultry Rearing & Farming, Refrigeration & Air Conditioning, Welding Works, Electrical Maintenance Works, Dying Printing & Fishing, Glass,

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Wood Working, Ceramic, Machine Tools Operation, Knitting, Plumbing & Pipe Fitting, Weaving, Welding & Fabrications, Architectural Drafting With AutoCAD, Electrical Machine Maintenance, Industrial Electronics, Nursing & Mid- wifering, Hotel Management & Catering, Foundry Works, Shrimp Culture & Breeding.

13. Dhakil (Vocational)

Public

Public PrivatePrivate TotalTotal -- 100100 100100 6,0006,000 Intake Intake Capacity Capacity

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14. Certificate in Vocational Education

Public

Public PrivatePrivate TotalTotal 01 01 -- 0101 120120 Intake Intake Capacity Capacity 15. Computer Training Program

14,000 14,000 475 475 472 472 03 03 Total Total Private Private Public Public Intake Intake Capacity Capacity Number of Institutes Number of Institutes

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16. Basic Trade Course (360 Hours)

Public

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Vocational Education

• Bangladesh Vocational Qualification Framework (present)

NSS Basic

NSS Basic Basic skilledBasic skilled 360 hours Basic Trade 360 hours Basic Trade Course

Course

NSS III

NSS III Semi skilledSemi skilled SSC (Voc) Class IXSSC (Voc) Class IX NSS II

NSS II skilledskilled SSC (Voc) Class XSSC (Voc) Class X NSS I

NSS I Highly skilledHighly skilled HSC (Voc) Class XI & XIIHSC (Voc) Class XI & XII NSS Master

NSS Master Master craftsmanMaster craftsman Industry AssessedIndustry Assessed Ref: Bangladesh Technical Education Board, Computer Cell

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No. of institutes and students appearing

SSC (Voc) Examination

Year

Year No. of No. of Institution Institution No. of Student No. of Student appearing SSC (Voc) appearing SSC (Voc) Pass rate Pass rate (%) (%) Growth Growth rate (%) rate (%) 2000 2000 427427 1456014560 61.8561.85 - -2001 2001 535535 2005520055 57.1657.16 37.7437.74 2002 2002 680680 2559025590 43.4543.45 27.6027.60 2003 2003 687687 3162731627 38.9238.92 23.5923.59 2004 2004 870870 3145231452 51.1651.16 --0.550.55 2005 2005 950950 3577935779 51.4451.44 13.7613.76 2006 2006 12271227 4830948309 61.3761.37 35.0235.02 2007 2007 13381338 6463764637 51.0851.08 33.8033.80 2008 2008 14631463 8237582375 62.8862.88 27.4427.44

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Comparison of General & Vocational

Education at Secondary Level:

SSC Examinee

Year

Total

Total VocationalVocational 2003 2003 10842411084241 3162731627 2.922.92 2004 2004 964507964507 3145231452 3.263.26 2005 2005 944015944015 3577935779 3.763.76 5006 5006 995123995123 4830948309 4.864.86 2007 2007 10245371024537 6463764637 6.316.31 2008 2008 10065691006569 8237582375 8.188.18 2009 2009 10586741058674 7505775057 7.087.08 % of Vocational % of Vocational Education Education

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Major achievements in TVET

Ensuring Accessibility:

•

New institutes are established to New institutes are established to enhanced enrollment and 18320

enhanced enrollment and 18320

enrollment capacity increased for the last

three years.

•

Special quota facilities for tribal (2/4 each Special quota facilities for tribal (2/4 each institutes), freedom fighters dependant(2

institutes), freedom fighters dependant(2

each group of each department), and

women (10%) and vocational back ground

students (15%) of capacity are provided.

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•

4 separate polytechnic institutes for 4 separate polytechnic institutes for

women are established, intake capacity is

680 (enrollment= 680*4 years course

=2720).

•

Double shift program launched with the Double shift program launched with the

existing infrastructure through paying only

30% of basic salary and capacity

becomes double of those institutes where

double shift program running and

increased intake capacity number is

14630.

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Quality and relevancy:

•

Syllabuses updated with market demandSyllabuses updated with market demand

•

Monitoring tools designed and monitoring Monitoring tools designed and monitoring is done accordingly

is done accordingly

•

Industrial linkage enhanced for getting Industrial linkage enhanced for getting practical experience

practical experience

•

New equipment supplied for updated skill.New equipment supplied for updated skill.

•

Training facilities arranged for the Training facilities arranged for the teachers' and staff both home and

teachers' and staff both home and

overseas.

•

Linkage is being maintained with Linkage is being maintained with

International Agencies for exchanging

technical knowledge.

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Role of Government in educational

development

•

Govt. Establishes new educational institute on Govt. Establishes new educational institute on regular basis from its won fund.

regular basis from its won fund.

•

Govt. prepares syllabuses through its Govt. prepares syllabuses through its agencies.

agencies.

•

Govt. conducts examinationGovt. conducts examination

•

Govt. prepares education policyGovt. prepares education policy

•

Govt. contributes full fund for govt. Govt. contributes full fund for govt.

educational institutes and 90% salaries for the

Non

Non--Govt. educational institutesGovt. educational institutes

•

Govt. contributes to international organization Govt. contributes to international organization for improving quality of Technical Vocational

for improving quality of Technical Vocational

Education.

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Role of community participation in

education

•

Industry people are involved in preparing Industry people are involved in preparing syllabuses to make syllabus market

syllabuses to make syllabus market

oriented.

•

Industry linkage is being maintained with Industry linkage is being maintained with educational institutes and students are

educational institutes and students are

getting opportunity for industrial attachment

program in the industries.

•

At present some NonAt present some Non--govt. organizations govt. organizations are conducting Technical and vocational

are conducting Technical and vocational

education program.

•

Some private organizations are conducting Some private organizations are conducting diploma and degree courses on TVET

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Local resource mobilization:

•

Maximum of our educational institutes are Maximum of our educational institutes are funded through Govt. own resources.

funded through Govt. own resources.

•

Infrastructure of NonInfrastructure of Non--Govt. School is built Govt. School is built through community/private funding

through community/private funding

Ensuring good governance in

education sector:

•

Teachers' are provided training on Teachers' are provided training on guidance and counseling.

guidance and counseling.

•

Teachers' are given training on Teachers' are given training on

Competency Based Training on TVET.

•

Guardians' day is observed annually in the Guardians' day is observed annually in the institutes.

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Educational Financing

Funding Modalities: Vocational/ Technical

Education

Education..

Financial contribution for Technical and

Vocational Education institutes are made by

govt. for Govt. Certificate level institutes like ;

Technical School and Colleges ,Diploma level

institutes like; Polytechnic Institutes &

similar type Institutes and Degree level

Institutes like, Engineering Colleges, Textile

college, Leather college and Teaching

Training College from revenue budget.

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(Amount in taka and in million)

Budget Allocation (Revenue & Development) for DTE

Fiscal

Total Budget for

Ministry of Ministry of Education (MOE) Education (MOE) Budget Budget allocation for allocation for DTE DTE Percent( %) Percent( %)

share by DTE out

of total MOE of total MOE 2003 2003--0404 48899.1 48899.1 1522.01522.0 3.113.11 2004 2004--0505 50113.7 50113.7 2113.22113.2 4.224.22 2005 2005--0606 69150.6 69150.6 2023.42023.4 2.932.93 2006 2006--0707 82390.0 82390.0 1775.41775.4 2.152.15 2007 2007--0808 85861.9 85861.9 2651.32651.3 3.093.09 2008 2008--0909 90530.5 90530.5 2200.92200.9 2.432.43

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Main Challenges

•

Updating knowledge and skill with Updating knowledge and skill with competitive and volatile market .

competitive and volatile market .

•

Ensuring participatory learning .Ensuring participatory learning .

•

Need assessment for competitive job Need assessment for competitive job market .

market .

•

Rather more expensive than general Rather more expensive than general education.

education.

•

Survival with technological changes.Survival with technological changes.

•

Social status and images of TVET Social status and images of TVET learners'.

learners'.

•

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•

Relevance of curriculum.Relevance of curriculum.

•

Flexibility in curriculum.Flexibility in curriculum.

•

Quality education and training.Quality education and training.

•

Capability development for Capability development for infrastructure building.

infrastructure building.

•

Trained teachers'.Trained teachers'.

•

Quality and updated tools and Quality and updated tools and equipment.

equipment.

•

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Major programs undertaken for Re

-

-orienting TVET policy

orienting TVET policy

•

Review and strengthen TVET policies, systems Review and strengthen TVET policies, systems and legislation at the central and decentralized

and legislation at the central and decentralized

levels.

•

Enhance flexibility, quality and relevance of Enhance flexibility, quality and relevance of TVET.

TVET.

•

Strengthen TVET institutions through improved Strengthen TVET institutions through improved knowledge and skills of managers and teachers.

knowledge and skills of managers and teachers.

•

Develop National Technical and Vocational Develop National Technical and Vocational Qualification Framework

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•

Improve skills development resulting in Improve skills development resulting in enhanced productivity and

enhanced productivity and

competitiveness in key growth and

export

export--oriented industries in the formal oriented industries in the formal industrial sector.

industrial sector.

•

Increase access of underprivileged Increase access of underprivileged groups to TVET.

groups to TVET.

•

Establish partnerships with industry; Establish partnerships with industry; Focus:

Focus: RMG and textiles, Construction, RMG and textiles, Construction, Light engineering, Leather, Agro

Light engineering, Leather, Agro--food, food, IT and Transport equipment

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•

Develop competency and training Develop competency and training standards.

standards.

•

Develop curricula, teacher guides, learning Develop curricula, teacher guides, learning materials and assessment tools.

materials and assessment tools.

•

Develop capacity in external competency Develop capacity in external competency assessment.

assessment.

•

Upgrading Teacher training Institutions.Upgrading Teacher training Institutions.

•

Strengthen the capacity of DTE for Strengthen the capacity of DTE for

planning, research & development and

social marketing.

•

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Sustainability of achievements:

•

Keep pace with new technologies is a must Keep pace with new technologies is a must

•

Increased women participation in TVETIncreased women participation in TVET

•

Continue updating of Syllabuses as per Continue updating of Syllabuses as per market

market

•

Industries linkage enhanced for practical Industries linkage enhanced for practical skill.

skill.

•

Increased Training facilities for teachers' Increased Training facilities for teachers' and trainers.

and trainers.

•

International Linkage and cooperation for International Linkage and cooperation for sharing exchanging technical knowledge