Technical and Vocational Education and Training In Bangladesh

Abu Nasar Mohammed Ehsanul Hoque1

Abstract: Technical and vocational education is absolutely essential to eradicate poverty and

raise the standard of living of the people in developing countries like Bangladesh. Technical

institution in Bangladesh was neglected during the British colonial period. The country did

not do as much as it could have done during the period when the Bangladesh formed eastern

part of Pakistan. Even after liberation from Pakistan, TVET did not progress as much as it did

after 2000 when the number of technical institutions reached four-digits. Though the

government is directly involved in the promotion of technical institutions, the private sectors

contributed the lion’s share in this area. In addition to formal TVET programs, there exist

non-formal training centers catering to the needs of capacity building. TVET has significantly

contributed to the transformation of agricultural economy to the advanced technology-based

industrial economy. Bangladesh can learn from these countries to upgrade the status of

TVET.

Keywords: Bangladesh, TVET, formal technical institutions, informal technical institutions,

economic development

1
Abu Nasar Mohammed Ehsanul Hoque, Ph.D., is a political activist a former member of
parliament and the state minister for education, the government of Bangladesh.
Introduction

“While education is the key to development,” writes Rupert Maclean, “TVET is the

master key, which opens the doors to poverty alleviation, rising standards of living,

greater justice, equity and fairness in our various societies” (UNESCO, 2006a:59).

Sustainable development and education for all is achievable only by providing access

to high quality technical and vocational education and training (TVET) for all. TVET is

viewed as the solution to the educational crisis and a tool for combating poverty and

unemployment in many developing countries. This study, consequently, analyses the TVET

system in Bangladesh, citing some examples of successful implementation of TVET system

in other parts of the world. These cases are discussed in order to situate the TVET system in

Bangladesh. Of necessity, the discussion is preceded by a historical Background of TVET in

the eastern part of Bengal during British India (1757-1947) and East Pakistan under the

government of Pakistan from 1947 to 1971. The study ends by reviewing the TVET structure

in Bangladesh.

TVET in the Global Context

Many countries look to the TVET systems to respond to changes in the global economy.

Linking industry with TVET systems is considered a central principle of policy reform in

several countries. Germany has a long history of TVET and the country has made it

compulsory to introduce TVET at the lower secondary level in all courses (Göhlich &

Schöpf, 2011). Germany has adopted what is known as an interventionist approach. The

German system allows youths to learn skills by working in the industry, allowing

simultaneously studying theoretical subjects in schools. However, initial TVET starts at the

upper-secondary level when students may choose from the range of programmes that include
full-time general education and vocational schools and vocational training within the dual

system (Keck, 1993; Maclean & Pavlova, 2013).

In contrast, the UK adopted what is known as a voluntarist approach. The two systems

differ in many respects. In the voluntarist system, there is little or no government

interference, leaving the training of employees to the choice of the individual or the

organisation, whereas in the interventionist or directed system, state legislation or regulation

exists, which compels employers to train their staff. Nevertheless, The UK TVET system,

however, allows the youths to upgrade their skills until they are fully employed (Tabbron and

Yang, 1997). In UK, despite the provision for secondary technical schools in the Education

Act 1944, only 0.5 per cent of British senior pupils were in technical schools by 1975.

Successive British Governments, however, have made attempts to promote and expand

vocational education (Bierhoff & Prais, 1997). In 1994, the UK introduced publicly-funded

modern apprenticeships to provide quality training (Fuller & Unwin, 2003). The governments

have been collaborating with industry in the growth of TVET, though many studies show a

poor relationship between TVET and the economy (Finegold, 1991).

In USA, TVET is known as Career and Technical Education (CTE). TVET

programmes are taught in non-parallel subsystems with few structural connections between

them (Levesque et al, 2008; Fretwell, 2009). There were many efforts seeking to integrate

TVET fully into the mainstream of US public education and overcome its second-class status

(Zirkle, & Martin, 2012).

Among the developing countries, Korea has widely been credited for effectively

supporting the rapid economic growth through its TVET system. Korea’s education system is
divided into two tracks: formal education of elementary school, middle school, high school

and college/university; and TVET. TVET is again divided into two categories: vocational

education, from vocational high schools to vocational colleges; and, vocational training, from

vocational training institutes of private/public sector and training centres within companies.

The senior secondary schools and post-secondary institutions (junior colleges) are provided

by TVET programmes, and the public vocational training is carried out by the Korea

Manpower Agency (Sorensen, 1994; Green, Ashton, James, & Sung, 1999; Agrawal, 2013).

In Japan, there are three types of upper secondary school courses within the state

school system for vocational education (Miyakawa, 2011). Japan's technical schools are

provided with laboratories to develop the newest technologies. In order to acquire a high

level of skill and competence, together with effective productivity, the government as well as

the private sector spend a great deal of money on TVET to make a working relationship

between the technical school and industry (Scarborough, 1986; Nonaka & Takeuchi, 199;

Terada, 2003).

Malaysia has also been praised by international agencies for its TVET system (Leong,

2011). TVET programmes in Malaysia are offered at certificate, diploma, and degree levels

by seven ministries, including the Ministry of Higher Education (MOHE), which offers the

most TVET programmes to the highest number of students. There are more than 1,000 TVET

institutions in Malaysia, over half of which (506) are public institutions (Noor & Symaco,

2017).
Historical Background of TVET in Bangladesh

The TVET system in Bangladesh is very much affected by the system that existed during the

British, the Pakistani and the post-independence period. It is essential to analyse the TVET

system as it prevailed during the three periods.

TVET During the British Period

The first technical school during the British era was a survey school in Madras (Chennai) in

1794 to train Indian personnel in land survey to assist British Surveyors (Singh & Solanki,

2016). Then, the British started the technical education programmes in India to produce

qualified people to oversee the construction of roads, bridges, buildings, railways, canals, and

docks, etc. (Gupta, 2016). Simultaneously, lower grade technicians were also trained in the

use of measuring and survey equipment needed for the army, navy and other technical

establishments for the perpetuation of the colonial system of the British crown. The

instructors for those training schools were mostly British, except the lower grade instructors

like craftsman and artisans hired from among the local population

In 1854, the famous Wood’s Despatch recommended the establishment of an

engineering class at each Presidency. In 1874, the Ahsan Ullah School of Engineering, at

present Bangladesh University of Engineering and Technology (BUET), was established. It

was the only center for technical education in the Assam and undivided Bengal (BUET

website, 2017). In 1882, the Rangpur Polytechnic institute (previously known as Rangpur Baily

Gobing Lal Technical School) was established followed by the establishment of the Survey

Institute in Comilla, in 1892. The Indian Education Policy (1902) advocated a speedy growth

of technical education. From 1902 to 1921, technical and vocational subjects were included

in the curricula of high schools in different provinces. Then, according to the suggestion of
the Abbot-Wood Report, 1936-37, a new type of technical institutions called “Polytechnics”

came into existence for the training of middle level technical personnel.

Table 1.1 Technical institutions according to establishment period

(Independent Institution) 2014

Management Before 1947 1947-1971 1972-1990 1991-2000 2001-2013 Total

Public 21 42 33 17 124 237
Per cent 8.86 17.72 13.92 7.17 52.32 100.00
Private 1 3 20 248 1094 1366
Per cent 0.07 0.22 1.46 18.16 80.09 100.00
Total 22 45 53 265 1218 1603
Per cent 1.37 2.81 3.31 16.53 75.98 100.00
Source: Hoque, A. E. (2016). Quality assurance as a way to support labour markets: a reflection on TVET
policies in Bangladesh. In: TVET@Asia, issue 7, 1-17. Online: [Link]
[Link]/issue7/hoque_tvet7.pdf (retrieved 2.8.2016).p.3

Pabna Polytechnic Institute began in 1924. The Government Science College in

Dhaka started in 1934 as Technical High School which, in 1962, changed its name to

"Intermediate Technical College". As shown in Table 1.1, during the colonial period, i.e.

prior to the partition of India in 1947, there were 21 public and only one private technical

institute in the region, which subsequently emerged as Bangladesh (Hoque, 2016).

TVET in East Pakistan

From 1947 to 1971, the government of Pakistan took some interest and was quite

successful in spreading technical education. The East Pakistan (Now Bangladesh)

Government laid emphasis on developing technical education and making technically skilled

manpower available for agriculture, industries, health care and so on. Until 1971, when

Bangladesh became independent, there were 45 technical institutions, of which 3 were

privately owned (see Table 3.1). In 1951, “East Bengal Ceramics Institute” was established,

and in 1960 the institute was renamed “East Pakistan Institute of Glass and Ceramics” (BIGC

website, 2017). In 1955, Ahsan Ullah Engineering School was upgraded to a college and
renamed Ahsan Ullah Engineering College (BUET website, 2017). Based on

recommendations of the Council of Technical Education in Pakistan in 1949, two polytechnic

institutes were established in 1955, one of which was in Dhaka known as East Pakistan

Polytechnic Institute (EPPI), which was re-named Dhaka Polytechnic Institute (DPI website,

2017). This Institute received financial assistance from the Ford Foundation of America. In

1955, the Ford Foundation also established Polytechnic Institutes at Dhaka, Rangpur, Bogra,

Barisal and Sylhet. These institutions would offer 3 year-long courses, following the syllabus

of Oklahoma State University (DPI website, 2017).

During the 1960s, the Government of East Pakistan established many Polytechnic

Institutes in different districts of East Pakistan. Technical and engineering education was

given greater attention and Technical education at the diploma level was also encouraged.

The existing engineering college at Dhaka was upgraded into a University, and two new

engineering colleges were established at Chittagong and Rajshahi. The process of

establishing one polytechnic institution in each major city began and thus, 17 polytechnic

institutes were set up in the then East Pakistan (Hoque, 2016).

In 1962, “BL Eliot Technical School became “Pabna Polytechnic Institute” (PPI

website, 2017), and polytechnic institutes in Chittagong (CGPI website, 2017) and Comilla

(CPI website, 2017) were established. Polytechnic institutes in Mymensingh (MPI website,

2017), Khulna (KPI website, 2017), and Rajshahi (RPI website, 2017) were established in

1963. In that year, with the help of the Swedish Government, Bangladesh Sweden

Polytechnic Institute (BSPI website, 2017) at Kaptai was established. Faridpur Technical

Institute, established in 1963, was transformed into Faridpur Polytechnic Institute in 1967

(FPI website, 2017). Polytechnic institutes in Dinajpur (DPI website, 2017) and Habiganj
(HPI website, 2017) were established in 1964. Feni Technical Institute, established in 1964,

became Feni Polytechnic Institute in 1972 (FPI website, 2017). Similarly, Jessore Technical

Institute, established in 1965, became Polytechnic Institute in 1969 (JPI website, 2017). The

Bangladesh-German Technical Training Centre was established in 1965 (BGTTC website,

2017). The Graphic Arts Institute, as the only Government Printing & Design Institute in

Bangladesh, was established in Dhaka in 1967 (GAI website, 2017). During the decade

(1958-1969) ruled by General Ayub Khan, 51 Vocational Training Institutes (VTIs) were

established. VTIs were established to produce skilled manpower for more productive and

more rewarding jobs and ultimately for the development of the country. Moreover, the

Technical Teachers Training College (TTTC) was established in 1960, and it emerged as a

separate college called the Technical Education College (TEC) in 1964. Finally, the college

was renamed the Technical Teachers’ Training College in 1967 (TTTC website, 2017).

Trend of TVET Development, 1972-2014

During the period from 1972 to 1990, after independence, Bangladesh witnessed three

regimes led respectively by Sheikh Mujibur Rahman, General Ziaur Rahman and General

Ershad. During this period, only 53 technical institutions were established. The period

from1991 to 2000 can be marked as another dismal decade of establishing technical

institutions through government initiatives. Putting aside the quality assurance issue,

compared to any period in the history of Bangladesh, the period from 2001 to 2013 can be

labelled as the golden era of technical education. Of the total 237 public and 1,366 private

technical institutions, 124 public (around 52 per cent) and 1,094 private institutions (around

80 per cent) were established from 2001 to 2013.

 Figure 1.2: Trends of TVET institutions in Bangladesh for 2001-2014 periods
(Source: BANBEIS, 2015)

The trends of TVET institutions in Bangladesh for 2001-2014 are shown in Figure

3.1. In the 2001 to 2014 period, Bangladesh experienced three governments. The 2001 to

2006 period was ruled by four party alliances under the premiership of Begum Khaleda Zia,

BNP Chairperson; the 2007 to 2008 period was ruled by the Fakruddin Ahmed led interim

government, and the 2009 to 2013 period was ruled by fourteen party alliances under the

premiership of Sheikh Hasina Wazed, Awami League Chairperson. The performance of the

two regimes in terms of the establishment of TVET institutions shows two completely

opposite scenarios. From 2001 to 2006, the number of public TVET institutions increased

from 143 to 186, while during the period of 2009-2013, the number decreased from 345 to

245. However, the number of private TVET institutions shows increasing trends over the

years. In terms of encouraging private initiatives, 2001-2006, the government was more

successful compared to the 2009-2013 government. During the 2001-2006 period, the

number of private TVET institutions increased from 994 to 2,987 (around 200 per cent),

while the number decreased to 2,781 in the period of interim government, and again during

the 2009-2013 period, the number increased to 3,518 (27 per cent) (Hoque, 2016).
The Structure of TVET System

The government, non-government institutions and private sector provide TVET through

formal, non-formal and informal means. Those students of formal education who have

obtained at least lower secondary are eligible to enroll in the formal TVET programmes

(Kashem, Chowdhury, & Shears, 2011). On-the-job training is usually referred to as a part of

TVET, which is mainly an informal way of skill development in Bangladesh. In their study,

Kashem, Chowdhury, & Shears (2011) claim that on-the-job training has been a major

vehicle to run the production of the country and thus contribute to economy.

Before the mid-1990s, the majority of TVET institutions accommodated boys. The

Mohila Polytechnic Institute, established in 1985, was the only polytechnic for girls. Other

institutions had barely any female enrolment (DTE website, 2017). The entry of girls in

TVET institutions began to increase in the mid-1990s, when the Government undertook a

policy to expand TVET-programs. The policy adopted for expansion eventually resulted in

the diversification of secondary education into several streams, including the Vocational

Education Stream. The Vocational Education stream included SSC (Voc), HSC (Voc), HSC

(B.M) etc. Special Basic Trade Courses were also introduced as optional subjects for SSC

(general) stream. TVET structure is shown in Figure 1.3.

 Figure 1.3: TVET Structure
Source: JBIC (2002:23)

Formal TVET / Public Providers of TVET

Formal TVET consists of SSC, HSC, and Diploma courses. DTE and BTEB oversee

TVET provided by both public and private institutions. The programmes include time-bound,

institution-based, and graded training with formal certification. The courses are offered by

vocational training institutes (VTIs), polytechnics, commercial institutes, technical training

centers (TTCs) and specialized institutes (ADB, 2015).

 Figure 3.3 Formal TVET and Public Providers of TVET

The Figur3.3 shows the TVET programs under different ministries and departments.

To oversee TVET development in Bangladesh, the government has established the National

Skills Development Council (NSDC) in September 2011 as the main coordinating and

policymaking body (NSDC website, 2017). It is to oversee and monitor all activities related

to the development of skill and training required for both public and private provisions. As an

apex body, its duties include, among others, to provide the guidelines to design laws related

to human resource development and training; to coordinate activities for making course and

curricula and to ensure that the institutions working under the diffeent ministries and agencies

are using the best capacity for a greater intake and enrollment in an utmost way. The Ministry

of education (MoE), the Ministry of Expatriate Welfare & Overseas Employment (MEWOE),

and other ministries are directly under NSDC (ibid). BTEB and DTE lead TVET education

under the Ministry of Education (MoE website, 2017), followed by the Bureau of Manpower,

Employment and Training (BMET) under the Ministry of Expatriate Welfare and Overseas

Employment (MEWOE website, 2017).

Bangladesh Technical Education Board (BTEB)

 BTEB is solely responsible for curriculum development, assessment and certification

of TVET students. It also develops and regulates formal TVET programs, namely NSS Basic,

NSS-II, SSC (Vocational), HSC (Vocational) and diploma level programs. At the same time,

BTEB is regulating short-term skill courses across the country (BTEB website, 2017). As

stated in the National Skills Development Policy (NSDP), implementing a training and

assessment system based on competency is the priority of BTEB. In this system, achievement

is measured against each of the competency standards, and progress is determined by meeting

standards and not by time spent in training (GoB, 2012b).

The East Pakistan Technical Education Act of 1967 laid the formation of BTEB as a

statutory body. Though BTEB is affiliated with MoE, it is a body of academic control over

TVET institutions run by any ministry. In recent times, BTEB has taken many noble

initiatives to further TVET and ensure its quality. Firstly, the National Technical and

Vocational Quality Framework (NTVQF) has been developed to establish a common national

benchmark for ensuring qualification and recognition of knowledge and skills internationally.

Secondly, Competency-Based Training and Assessment (CBT & A) has developed where

greater emphasis has been placed on the demonstration of practical skills required by

industry. Thirdly, a National Skills Quality Assurance System (NSQAS) has been introduced

to ensure high quality training and assessment services (Hoque, 2016). Moreover, BTEB

assesses and determines demands for skills in both the domestic and international job

markets. It revises and updates curricula, and introduces emerging trends and technology to

ensure relevance to the job market (BTEB website, 2017). All registered public and private

training institutions which offer basic, SSC Voc, and diploma courses provide data on

enrollment and graduation to BTEB. The major functions of BTEB are to develop learning

materials, prescribe courses of instruction, grant affiliation/approval to institutions, arrange

for distance learning, monitor teaching-learning activities of institutions, set regulations for

admissions and transfer of students, and conduct and regulate examinations and grant

diplomas. BTEB provides training activities in other Ministries. The Board has two main

sections: Directorate of Curriculum and Textbooks and Directorate of Examinations (World

Bank, 2000).

Table 3.2 Enrolments at Diploma-Level (Technical Institutions by Ownership), 2011

Institutions (no.) Students (no.)

Type of Institutions
Public Private Total Public Private Total
76
Diploma total 309 385 101,766 57,320 159,086
Polytechnics subtotal 51 149 200 75,412 42,603 118,015
Monotechnic subtotal 25 160 185 26,354 14,717 41,071
Of which
Agriculture training institutes 14 137 151 22,020 10,846 32,866
Graphic arts institute 1 - 1 632 - 632
Glass and ceramics institute 1 - 1 1,100 - 1,100
Marine technology institute 1 - 1 1,500 - 1,500
Survey institutes 2 - 0 768 - 768
Textile institutes 6 23 29 334 3,871 4,205
Source: ADB (2015), Innovative strategies in technical and vocational education and training for accelerated
human resource development in South Asia: Bangladesh. Manila: Asian Development Bank.p. 10

A 4-year diploma in post-secondary engineering is offered in polytechnic and mono-

technic institutes. The degree is accredited by BTEB. According to the statistics of 2011, 385

polytechnic and mono-technic institutes offered diploma courses where 159,086 students

enrolled (Table 3.2). 42 training programs were offered in 76 public institutes where

enrolment was more than one hundred thousand. Six courses were offered in 25 mono-

technic institutes. All public TVET institutes are operated by MoE. The ministry administers

through DTE. However, the exceptions are the Bangladesh Institute of Marine Technology

(BIMT) in Narayanganj, Dhaka, is operated by BMET, and the Agriculture Training

Institutes, located at different districts, are supervised by the Agriculture Extension

Department.

All 64 districts in Bangladesh have a Technical School and College (TSC). Earlier

TSCs were operated as vocational training institutions (VTIs). It was transformed into

schools and colleges with the introduction of the SSC Voc. and HSC Voc. certificate training

programs in 1995. DTE gives permission to TSCs to operate certificate programs, and TSCs

also offer short courses. Moreover, all 38 Technical Training Centers (TTCs) are operated by

BMET. The Institute of Marine Technology is also a part of TTCs. In these TTCs, SSC Voc.

and short training courses are offered to cater to the needs of industries within Bangladesh

and abroad. Customized courses are offered at the request of the organizations. For example,

the Bangladesh police force requests that special training be offered for those selected for

peacekeeping missions. To train manpower for the leather industry, TTCs also have a

contract with Apex Leather Industry (Interview with former secretary, ministry of education,

(GOB, March, 2017 Kuala Lumpur). Moreover, non-formal customized courses are offered

for migrant workers from TTCs.

Table 3.3 Number of Institution, Teacher and Enrolment by Type, 2014

Teacher Enrolment
No. of
Type of Institute Per cent of Per cent
Inst. Total Female Total Girl
female of girls
S.S.C Vocational, HSC Voc./
3,255 18,567 4,140 22.30 3,76,854 1,37,315 36.44
B. Management
Polytechnic Institute 286 4,665 761 16.31 1,70,069 19,263 11.33
Technical School & College 170 2,306 420 18.21 64,926 13,752 21.18
Agriculture Training Institute 109 960 191 19.90 29,493 6,462 21.91
Technical Training Centre 104 1,300 216 16.62 28,769 9,999 34.76
Textile Institute & Vocational 83 865 154 17.80 15,645 2,104 13.45
Survey Institute 4 55 7 12.73 1,249 67 5.36
Glass & Ceramic Institute 1 13 3 23.08 1,047 54 5.16
Graphic Arts Institute 1 15 4 26.67 695 52 7.48
Marine Technology 1 52 5 9.62 916 106 11.57
Total (Tech & Voc Edn.) 4,014 28,798 5,901 20.49 6,89,663 1,89,174 27.43
Source: BANBEIS (2014), Education Database. <
[Link]
institution-teacher-and-enrolment-by-type-management-and-sex-2012&catid=178:technical-and-vocational-
education-2014&Itemid=243> viewed on 13May 2016

Table 3.3 provides recent statistics of TVET institutions in Bangladesh. At present,

according to BANBEIS Educational Database 2014, there are 4,014 technical and vocational

educational institutions in Bangladesh. Out of these, 3,255 (about 80 per cent) of the

institutions are offering S.S.C. vocational and HSC vocational/B. Management. Polytechnic

institutions are among the second largest categories of TVET institutions (public and private),

comprising 286, which represents around 7 per cent of the total TVET institutions. The

number of Technical School & College, Agriculture Training Institute, Technical Training

Centre, and Textile Institute & Vocational are altogether 466, which represents almost 12 per

cent of the total TVET institutions. Data on teacher and student enrollment shows a picture

of male dominance in the TVET system. Women are underrepresented, forming only 20 per

cent of female teachers and around 27 per cent of female students. Girls represent around 37

per cent. Girls are enrolled in S.S.C. Vocational, H.S.C. Voc. /B. Management and are least

represented in Survey Institute and Glass & Ceramic Institute.

Directorate for Technical Education (DTE)

The supervision of 117 TVET institutions including 64 TSCs, 49 polytechnic and mono-

technic institutes, 1 TTTC, and 1 VTTI is a confirmation of DTE as the largest TVET

provider in Bangladesh. In 1960, DTE was established to manage and administer TVET

institutions, develop TVET programs, and implement quality control mechanisms. DTE is
also involved in the approval process of qualified institutions to MOE for monthly payment

orders (MPO)2 (DTE website, 2017). To reform, reorganize, and refurbish TVET systems,

DTE undertakes many new projects, establishes new TSCs and diploma institutes where

diploma-level courses are offered. A number of works are provided by DTE, including

distance learning through educational media and technology, curriculum development,

educational policy and reforms, research and training. DTE is responsible for planning,

coordinating and supervising the vocational and technical education activities of the Ministry

of Education (Ibid). The main functions of DTE are to assess the needs of skilled manpower,

prepare TVET policies, plan and supervise development projects in TVET, and prepare

budgets and allocate funds for TVET.

One of the priorities of DTE is to increase the number and ratio of students in VTE.

How this can be made responsive to market signals and cost-effective, overcoming quality

and efficiency problems faced by existing training activities is the major issue for DTE (ibid).

TVET in Bangladesh operates at Diploma and Certificate levels. Table 3.4 (below)

describes the categories of institutions, and their total numbers and capacities, both public

and private. These programs and courses include the broad areas of engineering, business,

agriculture, forestry, printing, textile, photography, leather, IT etc, and are of various

durations, such as, diploma - 4 or 2 yrs, certificate – 2 years, 1 year or 360 hrs.

Table 3.4 TVET institutions: category and intake capacity

Sl. Curriculum Public (Nos.) Private (Nos.) Total (Nos.)

No. Institute Seat Institute Seat Institute Seat

2
MPO is a scheme of a government subsidy from which the 100 per cent basic salaries of teachers and staff of
private training providers are paid.
 1 Diploma 87 25,170 1,005 108,974 1,092 134,144

2 HSC 67 8,550 1,802 189,700 1,869 198,250

3 SSC 141 18,900 2,515 189,520 2,656 208,420

4 Certificate 3 540 172 8,490 175 9,030

5 National 142 13,710 1,839 150,890 1,981 164,600

Skills
Standard

Total 440 67,070 7,333 647,574 7,773 714,644

Soure: BTEB (2016), A Report on Enrollment Analysis in TVET under Bangladesh Technical Education Board.
Dhaka: BTEB, p. 20

DTE, under MoE, administers TVET through its 64 Technical School and Colleges

(TSC) and 49 Polytechnic Institutes across the country. Under DTE, one Technical Teachers’

Training College (TTTC) and one Vocational Teacher Training Institute (VTTI) cater to the

need for the training of technical teachers. In FY2015-16, as many as 29,958 students have

been enrolled in 49 Polytechnic Institutes and 44,797 students in 64 TSCs enrolled.

Polytechnic Institutes, Technical Schools, and Colleges (TSCs) have structured training

facilities with necessary tools and equipment to deliver effective training. The DTE also

manages an MPO (Monthly Pay Order) scheme for about 1,626 private training institutes.

MPOs constitute 100 per cent of the basic salary of the instructors and staff engaged in those

institutes.

Bureau of Manpower, Employment and Training (BMET)

BMET was established in 1976. It is an agency of the Ministry of Manpower

Development and Social Welfare (MMDSW). The Ministry of Labor, with its training

departments of the BMET, runs the Technical Training Centers (TTC). TTC develops human

resource that can comply with domestic and export requirements. For utilizing human

resources properly, BMET designs an overall plan and implements strategies. At present, 37

TTCs, 42 district employment and manpower offices, three apprenticeship offices and one
marine institute are operated by BMET, which offers institutional diploma-level courses, SSC

Voc. courses, NSS II and NSS III trades. In addition, BMET designs special courses, tailor-

made short courses, and industry-based training. 44 certificate courses, ranging from 21 days

to 6 months were designed by BMET which were reviewed and updated in 2007. In 2010,

around 60,000 graduated from 38 BMET institutes (BMET website, 2017).

The major functions of BMET include the following:

a) processing foreign demand for Bangladeshi workers,

b) control and regulation of recruiting agents and the legal process of manpower

export,

c) overseeing the welfare of migrant workers,

d) providing institution-based TVET in different trades,

e) planning and implementing development programs for training activities,

f) conducting informal and special training courses,

g) registering job seekers for the overseas market in the Computer Database

Network, and

h) collecting and disseminating labor market information.

The BMET under the MEWOE operates its functions for developing skilled

workforce for the local and international labor market. It has scaled up technical education

programs to establish an additional 27 new Technical Training Centers (TTCs) and five

Institutes of Marine Technology (IMTs) in different locations across the country. A total of

64 TTCs and six IMTs offer a wide range of courses to address the skill needs of the migrants

and the new entrants seeking jobs. The Seventh Five Year Plan emphasizes the needs for the

establishment of another 40 Technical Training Centers (TTCs) in 40 Upazilas and one

Institute of Marine Technology (IMT) to address the skills needs of the people living in the
remote areas of Bangladesh. BMET has established linkages with the industries of various

sectors to provide a skilled workforce for meeting skills demands. It customizes the training

programs based on the demands of national and international job markets (ibid).

Other Ministries/ Formal Training of 23 ministries/divisions

Training is an integral part of skills development. Training programs are run both under

revenue budget and development projects/programs. It was found that a total of 23

ministries/divisions provide skills training through their attached departments/directorates.

The aim of such training programs is to develop skills both for those who are already

employed and for those who are new entrants in the labor market. Skills training programs

under the Ministry of Education have been discussed earlier in the section of BTEB and DTE,

while the Ministry of Expatriates’ Welfare & Overseas Employment is discussed in the

section of BMET. Other ministries and divisions that run skills training programs and their

outcome are summarized in Table 3.5 (a) and Table 3.5 (b):

Table 3.5 (a) TVET programs under different ministries

No Programs and Outcomes

1 Ministry of Health & Family Welfare

43 public nursing institutes under the Directorate of Nursing Services (DNS) offer Diploma level
program on Nursing Science and Midwifery, produce more than 2,000 nurses annually3. Directorate
General of Health Services (DGHS) provides Diploma in Health Technology. Eight public Medical
Assistant Training Schools produce 716 Medical Assistants every year and eight Institutes of Health
Technology (IHT) provide training to produce Medical Technologists.
2 Ministry of Textiles and Jute
Textile Engineering College, 40 Textile Vocational Institutes (TVI) and two Textile Institutes under
Department of Textiles (DOT) offer a four-year bachelor course in Textile Engineering, Diploma in
Textile Engineering and a two-year SSC Vocational course in textile. In 2015, 188 students completed
[Link]. in Textile Engineering, 363 students completed Diploma in Textile Engineering and 2,616 students
completed SSC Textile Vocational course. Around 290 weavers were trained through four training
centers to enhance their professional skills.

3
Bangladesh Nursing Council (BNC) acts as a National Education Board to control and monitor academic
affairs of public and private nursing institutes in Bangladesh.
3 Ministry of Planning
The National Academy for Planning and Development (NAPD) provides around 8,000 people training to
government officials, NGO staff and the staff of private organizations.
4 Ministry of Primary and Mass Education
National Academy for Primary Education (NAPE) provides training for the up-skilling of managerial
capacity and offers training courses on ICT/Computer Application.
5
Ministry of Social Welfare
The Department of Social Services (DSS) manages training centers located across the country include
Socio-economic Training Centers; Vocational Training and Production Centers for the Destitute
Women; Regional Training Centers. Some of the major training programs are- (i) Tailoring (ii)
Electrical House Wiring (ii) Block Batik and Screen Printing (iii) Basic Computer (iv) Food Processing
(v) Carpentry (vi) Industrial Sewing Machine Operation (vii) Mechanical Workshop (Lathe, Milling &
Welding).
6 Ministry of Women and Children Affairs
1) The Department of Woman Affairs (DWA) provides training to women through its Women Training
Centers (WTCs) located across the country. A wide range of courses that include (i) Fisheries,
Agriculture and Poultry, (ii) Beautification, (iii) Mobile Phone Servicing, (iv) Bakery and Pastry , (vi)
Nursery, (vii) Tailoring, (vi) Housekeeping, (viii) Readymade Garment, and (ix) Basic Computer.
2) Jatiyo Mohila Sangstha (JMS) provides livelihood training to destitute women and basic computer
training to staffs. It also provides training on (i) Food Processing (ii) Interior Design (iii) Block Batik
and Screen Printing.

Table 3.5 (a) Continued

No Programs and Outcomes

7 The Ministry of Communication and Information Technology
Bangladesh Computer Council (BCC) provides skills training for SSC or HSC students, and offers
training programs on ICT for the government officials. Training programs are: Graphic Design &
Multimedia, Website Design and Web Application Development, Online Marketing and Search Engine
Optimization (SEO). BCC trained 102,887 people on ICT and a total of 80 people with disabilities in last
three years.

8 Ministry of Information
The National Institute of Mass Communication (NIMCO) training programs include- Television Drama
Production Course; Basic Training for Broadcasting Technicians; Introduction to Digital Cinema
Production; Digital Photography; Techniques of Bangla News Casting; Radio Program Production; Film
Production; Computer Graphics & 3D Animation; and Radio and Television News Reporting etc. The
Press Institute of Bangladesh (PIB) conducts training for newspaper, radio, television, information
personnel and public relations officials.

9 Ministry of Youth and Sports

The Department of Youth Development (DYD) has 110 Youth Training Centers across the country. The
DYD provides both institutional and informal/mobile trainings. The DYD also provides loans to the
trained youth to help them start their own businesses. The DYD produces about 300,000 graduates per
year.
10 Ministry of Industries
The Bangladesh Industrial Technical Assistance Center (BITAC), Bangladesh Institute of Management
(BIM), Skill Development Center (SDC), National Productivity Organization (NPO), and Small and
Cottage Industries Training Institute (SCITI) provide trainings. Moreover, Bangladesh Small and
Cottage Industry Corporation (BSCIC) have 15 Skills Development Centers. In FY 2014-2015 and 2015-
2016, a total of about 4,000 trainees received training in BSCIC programs, 1,020 people was trained in
 the Design Center of BSCIC and National Productivity Organization (NPO) trained around 3,000 people.
11 Ministry of Agriculture
The Department of Agriculture Extension (DAE) operates a total of 14 Agricultural Training Institutes
(ATIs) located in various districts where diploma program in agriculture are offered. Courses are
accredited with BTEB.
12
Ministry of Fisheries and Livestock
The Department of Fisheries gives training through nine institutes located across the country. Fisheries
Diploma Institute (FDI) in Chandpur offers a 4-year Diploma in Fisheries which enrolls 25 students per
batch. The Department of Livestock Services (DLS) operates two Veterinary Training Institutes (VTIs)
and one Livestock Training Institute (LTI) which offer a two-year course on Diploma in Animal Health
and Production.
13 Ministry of Environment and Forests (MoEF)
Three institutes offer a Diploma in Forestry course, registered with BTEB, had enrollment of about 100
trainees in 2015.
14 Ministry of Shipping
Three Maritime Institutes train seamen, inland and sea-going personnel. The National maritime Institute
in Chittagong conducts the following courses: (i) Personal Survival Technique, (ii) Steering/Bridges
Simulator Course, (iii) Basic Computer Course etc.

Table 3.5 (a) Continued

No Programs and Outcomes

15 Ministry of Railways
Bangladesh Railways offers a wide range of courses through four Workshop Training Units (WTUs) and
one Railway Training Academy (RTA) located in Chittagong. Bangladesh Railways designs and
develops training modules for up-skilling the staff involved in regular repair, maintenance and services
of locomotives. The courses include the following: (i) Basic Courses on Mechanical, Electrical, and
Electronic; (ii) Special Course on Cooling Systems, Advanced Tools, Compressor and Air Brake, Engine
Oil and Fuel System, Engine Governor, and Relay and Magnetic Conductor.
16 Ministry of Civil Aviation and Tourism
Bangladesh Parjatan Corporation (BPC) the National Hotel and Tourism Training Institute (NHTTI)
located in Dhaka. The diploma level courses of the Institute are: (i) Diploma in Hotel Management, (ii)
Diploma in Tourism Management, (iii) Professional Chef Course. The certificate level courses include:
(i) Food and Beverage Production, (ii) Food and Beverage Service, (iii) Travel Agency and Tour
Operation.
Source: GOB (2016), Skills Development: A Priority Agenda for Accelerated Growth. Dhaka: Ministry of
Finance, p.18-31

Table 3.5 (b) TVET programs under different divisions

No Programs and Outcomes

17 Local Government Division
LGED has 14 Regional Training Centers (RTCs) located in 14 districts that provide a wide range
of courses such as Quality Control (Soil, Bitumen, Cement and Concrete Test), Sanitation and
Plumbing, Plain Table and Leveling Survey, etc. LGED customizes training courses depending
on the needs of job roles and skills set of the occupations.
18 Rural Development and Cooperatives Division
Bangladesh Rural Development Board (BRDB) runs Bangladesh Rural Development Training
 Institute (BRDTI), Noakhali Rural Development Training Institute, Tangail Link Model
Training Institute (TLMTI) and Bangabandhu Poverty Alleviation and Training Center
(BPATC). The training programs focus on the development of fisheries and shrimp culture,
hatchery and nursery management process, etc.
19 Energy and Mineral Resources Division
Bangladesh Petroleum Institute (BPI) conducts training programs in (i) Engineering
Construction & System Analysis, (ii) Gas Metering and Pipeline Control System, (iii) Catholic
Protection, (iv) Natural Gas Pipe Line Welding & NDT etc.
20
Road Transport and Highways Division
Bangladesh Road Transport Corporation (BRTC) manages 17 training institutes. They offer
various courses such as (i) Basic Driving (Light Vehicles), (ii) Basic Driving (Heavy Vehicles),
(iii) Upgrading Driving (Light and Heavy Vehicles)
21 Power Division
Bangladesh Power Development Board (BPDB) has two training Academies, three training
centers, one regional training center 4 . Trainings are provided for the new entrants as well as for
the existing workforce. Bangladesh Rural Electrification Board (BREB), DESCO and Dhaka
Power Distribution Company Ltd. (DPDC) have training academy to train their employees.
Source: GOB (2016), Skills Development: A Priority Agenda for Accelerated Growth. Dhaka: Ministry
of Finance, p.18-31

Private Providers

In Bangladesh, many Ministries and agencies deliver formal and informal skills training, as

discussed earlier in the context of industry and community development. However, the public

sector alone cannot meet the overall TVET demand in the country. Thus, it is obvious that

many private training organizations, NGOs and donors came to the front to deliver skills

training, both formal and informal. In fact, private providers have the lion’s share in TVET

development in the country, constituting about 95 per cent of institutions and about 75 per

cent of total enrollment (Comyn, 2009). The report of ADB on TVET in Bangladesh

classifies six types of private providers of TVET (ADB, 2015), as follows:

1. Publicly subsidized private providers

2. Private for-profit (commercial) providers.

3. Nongovernment organizations (NGOs)

4. Industry training institutions

5. Enterprise-based training.

4
The training Centers are: Engineering Academy, Kaptai, Rangamati; Training Academy, Cox’s Bazar;
Chittagong Training Center; Ghorasal Training Center, Narsingdi; Rajshahi Training Center; Regional Training
Center, Tongi, Gazipur.
 6. Routine apprenticeship and

7. Training in the non-formal segment.

A brief discussion on these private providers is given in the following sections.

Publicly subsidized private providers

There exist a total of 1,600 government approved accredited private training

institutions for MPOs initiated by DTE (ADB, 2015). Of these, 728 were technical colleges

employing 3,127 teachers, 854 SSC Vocational institutes with 4,633 teachers, and 18

Madrasah (vocational and business management) with 96 teachers. TVET providers, in the

private sector, follow the curriculum of BTEB. The staff also receives partial salary support

from the government.

Private for-profit (commercial) providers

Many commercial institutions are offering short training courses for people who are seeking

jobs and intend to go abroad. They are affiliated with BTEB. At present, there are 309

commercial polytechnic and mono-technic institutes. The courses and duration of study vary

from one institute to another (ADB, 2015).

Nongovernment organizations

NGOs are basically offering a variety of training courses to bring poor and underprivileged

people into the world of work, so that poverty can be eliminated. The prime focus of NGO-

managed TVET programs is to create opportunities for income generation and self-

employment. To provide skilled manpower to industry, some major NGOs are seen to focus

exclusively on non-formal TVET. The Underprivileged Children’s Educational Programs

(UCEP), the Dhaka Ahsania Mission, and MAWTS are among the leading NGOs providing
innovative and quality TVET, with their uniquely designed and delivered programs (ADB,

2015).

Industry training institutions

Transforming BGMEA Institute of Fashion and Technology (BIFT) into BGMEA

University of Fashion and Technology (BUFT) is an important milestone in providing

industry based training self-financed by the association of garments owners, Bangladesh

Garments Manufacturers and Exporters Association (BUFT website, 2017). Following this

model, several industry-based organizations have come forward to establish their own

training centers. For example, Dhaka Chamber of Commerce and Industry (DCCI) run a

business institute and the Chittagong Skills Development Center shows a model of industry‑

government cooperation (ADB, 2015).

Enterprise-based training.

Many enterprises and corporations have training facilities on their own premises. This is

because current training providers are unable to realize the demand for skilled workers in the

growing industry (ADB, 2015).

Traditional apprenticeship and training for the informal sector.

This is an informal way of developing silks. A person can inherit skills from a master

craftsperson. In most of the cases, a novice is trained by a master in exchange for low wages

or food. This kind of master-pupil relationship is seen in the fields of bicycle repair,

carpentry, electrical, furniture making, motorcycle repair, plumbing, welding, etc. There is no

black and white agreement between apprentices and master craftspersons concerning salary

and other benefits (ADB, 2015).

Non-formal

Training programs at the non-formal level are not accredited / affiliated by BTEB. Many

public and private organizations come up with their own syllabuses and curriculum. They

design their training programs based on the job market demand. Students are linked with their

potential employers. The non-formal TVET is usually short skills training courses which last

1–12 months. Many students who want to go at home or abroad can enroll in 360-hour

courses in Diploma institutes and TTCs. For example, a person having a minimum of grade 5

completions can complete a course on housekeeping within 21 days. Rural people who want

to go abroad are attracted to the course, especially in the Middle East. The government needs

to closely co-operate with private and non-formal sectors to provide continuous training for

skills development. In this case, Bangladesh can draw lessons from Singapore whose

economic success story is based on the training and development of its workforce.

National Policy, Women Participation and Challenges of TVET

The economy of Bangladesh grew steadily over the past decade. Simultaneously, Bangladesh

also witness the progress in human development. The GDP growth rate remained consistent

of more than 6 percent over the past decade, even though, Bangladesh encountered natural

disaster, political instability, regional and global economic crisis etc. This economic growth

is particularly attributed by the economic shifts of large agrarian economy towards service

and industry. Meanwhile, Bangladesh has experienced the fastest decline in child and infant

mortality rates among developing countries while it has already eliminated gender disparity

in primary and secondary education enrolment. Concurrently, more women are joining the

workforce since early child marriage system has been declined significantly in the recent
years. However, the women participation in the TVET programmes was not inspired in the

past years.

The industry and service sectors in Bangladesh demand for more and higher skilled

workers since the share of workforce employed in industry outpaced that in agriculture. As a

result, more workforce is required who possess technical skills. It was projected that 15

million jobs to be created in the fast-growing economic sectors, including Ready-Made-

Garments (RMG), export-oriented manufacturing, light engineering, ship building, agri-

business, ICT and pharmaceuticals (World Bank, 2015b).

Recently, the government of Bangladesh (GoB) recognizes the contribution of female

labour force participation in economic development and encouraged and invested in

improving female participation in TVET (World Bank, 2017). The government of

Bangladesh recognizes the significant contributions made by the increased female labour

participation and encourages the female enrollment in TVET and tertiary education in the 7th

five-year plan of the government. The government plans to increase the percentage of female

enrolment in TVET from 27 percent in 2015 to 40 percent by 2020. However, the National

Skills Development Policy (NSDP) 2011 recognizes the critical role of TVET in imparting

skills training particularly to the under-representative groups including women for promoting

economic growth and social development (World Bank, 2013).

The Role of Polytechnic in implementing TVET is increasingly important since it

provides post-secondary level skill training. Every year many students drops out before

completing higher education under the general education steam in Bangladesh, therefore,

these students either enter low-skilled jobs or remains unemployed at home. In such

circumstances, the polytechnic education system offers valuable opportunities at higher-level

technical skills training and alternative pathways to higher education. Besides, the TVET

system in Bangladesh is large and complex, comprising of different providers and training
modalities. There are two types of formal TVET is mainly offered. These are a four years of

diploma level training through polytechnic and a 360 hours of training trough short course

institutes. The eligibility of both the training requires completion of grade 10 and grade 8

respectively.

Female participation in the skills trainings is a priority in the national policy and plans

of Bangladesh. The National Skills Development Policy (NSDP) 2011envisages increasing

access to skills training for females and creating gender-friendly environment in training

institutions. The national education policy of 2010 also recommends increasing the supply of

training providers for females at districts and sub-districts levels. Specially, the National

Dtrategy for Promotion of Gender Equality in TVET of 2012 targeted at increasing the

females share in TVET programmes to 40 percent by 2020 and female employment by at

least 30 percent. In connection with the previous policies, the current 7th Five-Year Plan

(2016-2021) also reflected the need for bringing more skilled female workers to the labour

market through improved access to quality training (World Bank, 2017). However, the

government of Bangladesh is is implementing Skills Training and Enhancement Project

(STEP), in the TVET sector with the support of the world Bank and the government of

Canada. The main objective of the project is to strengthen the selected private and public

training institutions regarding their quality and employability of trainees including those

disadvantaged socio-economic backgrounds. The project is being implemented in 93

institutions, including both private and public education providers.

On the contrary, expansion of TVET has not kept pace with secondary general

education in terms of the number of institutions. If we compare the number of secondary

level of general institutions are five times the number of all TVET institutions in Bangladesh

(CAMPE, 2013). Moreover, many of the polytechnic institutions are situated in the urban

location but more than 65 percent of the population lives in rural areas which is further
disadvantage for the outreach. In addition to this TVET is private polytechnics is relatively

expensive which does not cater any incentive to participation of the students from socio-

economically disadvantaged background. A CAMPE survey notes that there exists a gender

differences in family spending on TVET across non-tuition expenses, such as transportation,

accommodation, food etc. (CMPE, 2012). However, The Directorate of Technical Education

(DTE) has been providing stipends to all female students across 93 public and private

polytechnics under the world bank financed skills and training enhancement project.

CONCLUSION

During the British period, there were 22 technical institutions in the part of East Bengal until

1947. Another 45 institutions were established in the Pakistan period (1947-1971). The first

two decades of independent Bangladesh did not show any encouraging picture of TVET

development, as only 53 institutions were added between 1972 and 1990. The regimes led by

BNP and Awami League between 1990 and 2000, established 265 institutions. After 2000,

TVET received more attention than at any time before. Between 2001 and 2013, more than

1,200 TVET institutions were established.

There are formal, non-formal and informal TVET institutions in Bangladesh. The

government, private sector, and non-government institutions are involved in the promotion of

TVET. Under the Ministry of Education (MoE), BTEB and DTE are the main providers of

TVET education. Another main provider of TVET is the Bureau of Manpower, Employment

and Training (BMET) under the Ministry of Expatriate Welfare and Overseas Employment

(MEWOE). However, private sectors contribute the lion’s share in TVET development in the

country as more than ninety per cent of institutions and about seventy-five per cent of the

total enrollments are managed by them. In addition to formal TVET programs, non-formal
training caters to the needs of capacity building. Many public and private organizations have

advanced their own syllabuses. They link their students with the prospective employers, so

that they can get employment right after graduation

TVET has received good deal of attention in many countries like Germany, Japan, the United

Kingdom, the United States of America, Korea, and Malaysia. Their systems may differ, but

they do give due emphasis to the technical and vocational education. The study found that

TVET has significantly contributed to the gradual transformation of agricultural economy to

the advanced technology-based industrial economy. It is suggested that Bangladesh can take

many lessons from these ountries to upgrade the status of TVET into mainstream education

and the relevance of TVET to the labor market.

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