AGRAWAL, TUSHAR.2013.Vocational education and training programs (VET),Articles,[New Zealand]New Zealand Association for Cooperative Education,14

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Vocational Education and Training Programs (VET): An Asian Perspective.

This series of policy notes (PNs) aims to support, over the medium term, a coherent and articulated policy dialogue on education and skills development that will help Bangladesh achieve its target of becoming a middle-income country. The main findings and key policy directions related to the three PNs are provided next, in section two. These findings are presented in a concise manner to remain relevant and useful for a diverse audience. A policy matrix also shows the cumulative findings of the PNs. Further work will be required to sequence these policy options. An analysis of costs of these policy levers will also be highly fruitful in determining the optimal mix of policy interventions.

Bangladesh education sector review : seeding fertile ground - education that works for Bangladesh

Polytechnics in Bangladesh endeavour to produce quality graduates for national and international job markets. The quality of graduates depends on several factors. This study examines the implementation process of the polytechnic curriculum with the objectives of determining the current level of practices in learn-ing/teaching material design, in delivering curriculum content, in assessing students and its effect on students' competence development. Data was collected through observation, opinion survey and competence test. Qualitative and quantitative methodologies were used for data interpretation and analysis in this descriptive type of research study. Findings revealed that the learning materials are mainly theory oriented and mostly cover those contents usually common in exams. About half of teachers are aware of the taxonomy for learning, teaching and assessing, but they rarely put importance on it. In the classroom, teachers spend only a little time for delivering content at the level of apply/analyse. However, a significant number of tasks performed in labs are practical and occupation relevant and can be classified at higher levels of the taxonomy. In student assessment, the test-items assess mainly theoretical knowledge at the level of remember. The effect of these practices is reflected in demonstrating student performance in a competence test. The study concludes with some recommendations.

https://files.eric.ed.gov/fulltext/EJ1127795.pdf

The Taxonomy for Learning, Teaching and Assessing: Current Practices at Polytechnics in Bangladesh and its Effects in Developing Students' Competences

Despite armed internal conflict and the global financial crisis, Sri Lanka has made remarkable progress in recent years, enjoying healthy economic growth and substantially reducing poverty. Moreover, Sri Lankans are the best-educated people in South Asia, with widespread access and high completion rates in primary and secondary education. Economic growth and structural changes in the economy, however, make skills development imperative as Sri Lanka implements its plan - the Mahinda Chintana (MC) - to become a regional hub in strategic economic areas. Yet skills shortages and mismatches are widespread, and firms with undereducated employees and a shortage of skilled labor are less productive. An effective skills development system will help diversify the economy; improve labour productivity and competitiveness; give the country the flexibility it needs to compete effectively in the global economy; and further reduce poverty. As Sri Lanka moves from a factor-driven to an efficiency-driven economy, its workforce is shrinking even as demand for skills - especially sophisticated skills - is rising. Unfortunately, Sri Lanka has been slow to expand technical and vocational education and training (TVET) and tertiary education. Responsibility for TVET is fragmented; the system is supply-driven; there is a shortage of reliable information on labour market skills demand and supply; employers are sidelined; and the resources invested are not linked to performance. The MC recognises the severity of the skills constraint and highlights the importance of investing in workforce skills to raise both productivity and competitiveness. This report analyses skills demand and supply in Sri Lanka and scrutinises how skills are formed, the factors shaping skills demand, and the responsiveness of the system. Finally, it offers suggestions for how skills development can be improved so that Sri Lanka can meet its economic growth and poverty reduction goals.

Building the Skills for Economic Growth and Competitiveness in Sri Lanka

This chapter analyses social and economic debates and the ways economic competitiveness is viewed in relation to human resource development including some implications for vocationalisation. It argues that change from an education-driven to a functional-driven model of skills development within secondary schooling is observed in the Asia-Pacific region. It has been argued that such trends as expansion of the basis for vocationalisation, merging of TVET and general education, quality and delivery of vocationalisation and moves from specific job-skills training to flexible training are typical for the region and need to be taken into account when developing policies and implementation practices for vocationalisation. The degree to which vocationalisation occurs and its nature depends on the level of economic development and on cultural traditions. Social, economic and technology rationales are used by governments to decide on particular vocationalisation policy. The vocationalisation of postsecondary and higher education is analysed through the different levels of debate, and the issue of whether tertiary education is becoming too focused on preparing individual for employment is also discussed.

/pdf/vocationalisation-of-secondary-and-tertiary-education-3m2989d7jy.pdf

Vocationalisation of Secondary and Tertiary Education: Challenges and Possible Future Directions

Bangladesh has made considerable progress in its economic development, presently reaching high average growth of nearly 6 percent This economic growth has been accompanied by an annual employment growth rate of about 5 percent between 1996 and 2006 Increasing rate of female labor participation, generation of industrial sector employment triggered by growth in foreign direct investment, and public workfare programs that create non-farm employment in the rural areas have all contributed to this increase In order to accelerate this growth process, Bangladesh's National Strategy for Accelerated Poverty Reduction appropriately identifies the need to promote vocational training and skill development This report attempts to contribute to a better understanding of Bangladesh's labor market dynamics and its interaction with the vocational education and training system

Learning for job opportunities : an assessment of the vocational education and training in Bangladesh

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Learning for job opportunities : an assessment of the vocational education and training in Bangladesh