In order to meet labour demands in Bangladesh, technical and vocational training and assessment must be flexible, high quality and relevant to changing market situations. The TVET Reform Project, through improving the responsiveness and flexibility of TVET institutions, will enable training institutions to better meet industry needs. This will be done in a number of ways; through introducing a TVET quality-assurance system, through reviewing qualifications and curricula and through creating additional qualifications to ensure that all courses are demand-driven and competence-based.

Project documentation |

The industry will benefit from higher skilled workers and students will benefit from quality skills development which will increase employment opportunities.

Component 2 works with all elements of the TVET Reform Project to develop a market-oriented and flexible TVET system in Bangladesh. Specifically, the team is focusing on the following five primary objectives to achieve this vision:

Develop a National Technical and Vocational Qualifications Framework (NTVQF);

Develop skills standards for occupations in selected economic sectors;

Develop courses and curricula based on the skills standards for selected economic sectors;

Develop competency-based teaching and learning materials for selected sectors;

Develop an enhanced quality-assurance mechanism in TVET.

Progress made

The NTVQF, as part of the National Skills Development Policy, has been drafted and submitted to the Ministry of Education.

A number of training sessions and workshops have been delivered, developing the skills of local TVET practitioners and industry stakeholders in competency-based training and assessment. Industry stakeholders and practitioners have also attended fellowships in Malaysia and Australia to view working examples of effective TVET systems.

A review of 26 existing TVET courses has been completed and Standards and Curriculum Development Committees have been established to complete competency standards for 12 priority occupations. These committees work closely with Industry Skills Councils in each sector to ensure that qualifications meet industry needs.

Current and future activities

The project is currently providing assistance to the Bangladesh Technical Education Board in the implementation of the NTVQF and developing a plan for implementation throughout Bangladesh. This will include training for government agencies and private enterprises as well as social marketing activities.

In conjunction with the Standards and Curriculum Development Committees established, the team is working towards the endorsement of competency standards in each sector. To ensure sustainability, a manual will then be published on developing competency standards and national TVET qualifications which will be supplemented by a series of training sessions. A pilot study will also be run on developing competence-based training programs.

To assist training organizations to see the benefits that can be realized with the implementation of all these changes, pilot programs using the new competency standards will be run in a number of selected organizations. These organizations will be provided with the technical support and equipment needed to deliver training and assessment to the standard outlined in the NTVQF. These pilot programs will also give the team an opportunity to test training design, development and delivery methods used and make any necessary changes before the courses are implemented nationally.

A comprehensive TVET quality-assurance mechanism is being developed to ensure that training organisations deliver training and assessment which meets the standards set out in the National Skills Policy. This is a collection of three manuals; an overview of the system for all key stakeholders, a guide for training institutions and a guide for the accrediting organisation. A self-evaluation instrument which enables training institutions to review their policies and procedures before they apply for accreditation is also included. The manuals were firstly drafted, and then piloted with eight local training institutions, revised through feedback and have now been submitted for approval.