state of vocational education in the oic and lessons learnt from … · state of vocational...

ISLAMIC UNIVERSITY OF TECHNOLOGY (IUT)A subsidiary organ of Organization of Islamic Cooperation (OIC)

State of Vocational Education in the OIC and Lessons Learnt from the Selected Case Studies

10/5/20181

Dr. Md Shahadat Hossain KhanProfessorDepartment of Technical and Vocational Education (TVE);Islamic University of Technology (IUT), Board Bazar, Gazipur-1704, Bangladesh.Tel. +880 2 9291253-9 ext,Mob: +8801798470248Email: [email protected]; [email protected]: http://tve.iutoic-dhaka.edu/faculty.php?id=7

mailto:[email protected]

mailto:[email protected]

http://tve.iutoic-dhaka.edu/faculty.php?id=7


Objectives

Section One: Identified skills requirement in OIC member states

Section Two: Justification of choosing case countries

Section Three: Key aspects of vocational education in case countries

Section Four: Poverty eradication through skill training

Section Five: Main Challenges observed in case countries

Section Six: Policy recommendations (General & Country Specific)

Section Seven: Regulatory Framework

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Section One: identified skills requirement in OIC member states

TVET Sectors Skills in OIC country

Three broad categories of TVET skills:

Technical skills

Cognitive skills,

Non-cognitive or Soft skills(Jayaram and Engmann, 2017)

3


Skills GAP in Asia (OIC country focused)

Sou

th A

sia Non-cognitive skills: communication, leadership,

teamwork, honesty/ethics, and flexibility

Cognitive skills :critical thinking, analytical skills, conceptual understanding, quest for knowledge

(Jayaram and Engmann, 2017) 4


Skills GAP in Arab Region (OIC country focused)

Ara

bCognitive skills:problem solving, independent

thinking ability, and creativity skills

Technical Skills: specific areas

Soft skills: communications, attitude, and language

The Bayt.com, May 2016 5


Skills gap in Africa (OIC country focused)

10/5/20186

Afr

ica

Cognitive skills:learning to learn” skills. It also encompasses numeracy, literacy

Technical Skills with social and citizenship

Soft skills: communication skills, individual development skills, and ability to contribute to a Pan-African identity


Section Two: Justification of choosing case countries Case Countries

Bangladesh

• Government Initiatives

• Reform

Palestine

• Challenging

• Need attention

Uganda

• Poverty Reduction

• Skilling Uganda

Australia

• AQF

• Leading

• Industrial linkage

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Skills required for Bangladesh

Type Skills set

Crucial Technical skills(core skills for specific task)

Good Communication skills ICT skills Language

Urgent Analyze & solve complex problem Sincerity Negotiation skills

Reasonable Conceptual understanding Hands on experience Leadership Teamwork Time management Positive thinking & Attitude Self-management & Accounting skills

8


Skills required in Uganda

Type Skills Set

Crucial Technical skills(core skills for specific task)

Hands-on experience ICT skills

Business (Entrepreneurship)

Value and ethics Negotiation skills

Urgent Sincerity Analyze & problem solving

Multitasking communication skills

Reasonable Leadership Adaptability Team work Time management Self-management Positive thinking & attitude

Physical fitness Conceptual

understanding Aptitude Loyalty Language


Skills required in OIC

Type Skills set

Crucial Technical skills (core skills for specific task)

Hands-on experience Communication skill

Negotiation skills ICT skills

Urgent Sincerity Analyze & problem solving Quest for knowledge

Value & Ethics Language Influencing skills

Reasonable Leadership Team work Time management Self-management Positive thinking & Attitude

Physical fitness Multitasking Loyalty Adaptability Accounting skills


Skills required in Australia

Australia

Teamwork

Problem solving

Initiative & Entrepreneurship

Job focused skill (Technical)

Technology

Self-management

learning 11


Section Three: Key aspects of vocational education in case countries

Key Aspects of TVET in Bangladesh

Technical and Vocational Education and Training (TVET)

National Technical and Vocational Qualifications Framework (NTVQF) – 6 levels

4 years diploma program

The rate of enrolment is increasing (1.2% in 1998 and 23.95% in 2016)

Quality assurance: There is no specific unit established yet

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Cont..

Teaching Strategy focus more on skill training than theoretical knowledge

Peoples’ perceptions about TVET sector is an issue (social awareness about TVET

sector increases day by day)

Social recognition (status) is poor

Special emphasis on Poor student: Government has policy for providing stipend

for all female students and poor male students. Around 4 million students get

stipend in 2016-17 fiscal year (BTEB, 2017)

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Key Aspects of TVET in Palestine

Technical and Vocational Education and Training (TVET)

They could not finalize a national qualification framework (NQF)

2 Years diploma (after 10 years)

6.47% of the total number of Palestinian students

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Cont..

Quality assurance: MoEHE jointly work together for ensuring quality in TVET via

the Accreditation and Quality Assurance Commission (AQAC).


Peoples’ perceptions about TVET sector: they prefer to enter higher education

(Gaza)

Special emphasis on Poor student: Vocational education is not completely free in

Gaza

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Key Aspects of TVET in Uganda

Business, Technical and Vocational Education and Training (BTVET)

Uganda Vocational Qualifications Framework (UVQF). (Levels 5)

2 years advanced diploma (after 11 years)

The enrolment of students is increasing ( in 2007=21763 and in 2016 =45242)

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Cont..


Quality assurance: The organized quality assurance unit is largely absent

Peoples’ perceptions about TVET sector: The importance of TVET is being

realised and acknowledged gradually

Special emphasis on Poor student: Uganda does not have provision for free long

term TVET programs for poor people. The empirical data of this study shows that

it offers few short vocational training programs free for poor people

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Key Aspects of TVET in Australia

Australian Vocational Education and Training (VET) , Most popular provider is

Technical and Further Education (TEFE)

Australian Qualifications Framework (AQF) (Ten levels)

Diploma 2-3 years

The participation rate (aged 15 to 64 years) is estimated at 24.2% (in 2016)

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Cont..

Teaching Strategy identified two broad teaching strategies (teacher-focused to

student focused)

Quality assurance: VET sectors are very much concerned and have practiced

Peoples’ perceptions: VET is not preferred as an academic choice by all students

of Australia

Social recognition (status) is very high

Special emphasis on Poor student: VET courses and programs are not free in

Australia

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Section Four: Poverty eradication through skill training Poverty eradication through skill acquisition (Generalised OIC)

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EradicationPoverty

Gaining Jobs

Socio-economic

Status

Entrepreneurship


Bangladesh Context: Initiatives towards Poverty eradication

Bangladesh TVET sectors have provision to attract poor people.

Government provides free skill trainings for students from poor families.

The government and private sectors do not have sufficient scope to create jobs.

The skill training of Bangladesh has reduced poverty levels in the country.

The poor people could not manage resources to enroll for skill training.

The country has few initiatives to send skilled manpower to other countries.

10/5/201821


Palestine Context: Initiatives towards Poverty eradication

Palestine does not have provision to attract poor people towards skilled training.

The government and private sectors do not have initiative to create jobs.


The country has no provision to send skilled manpower to other countries.

TVET graduates have been actively involved in creating jobs trough entrepreneurship.

10/5/201822


Uganda Context: Initiatives towards poverty eradication

Uganda has provision to attract poor people towards skilled training.

Government does not provide free skills for students from poor families.

The government and private sectors do have initiative to create jobs for skilled people.

The skill training has reduced poverty levels in the country.


The country has a provision to send skilled manpower to other countries.

TVET graduates have been actively involved in creating jobs trough entrepreneurship.

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Section Five: Main Challenges observed in case countries

Main Challenges observed in Bangladesh

Teachers: Shortage of specialized teachers and a lack of competent instructors

Lack of facilities: (modern equipment, lab, machineries) for offering updated skill

training and inadequate TVET institutions

Old curriculum

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Cont..

language barriers: cannot send many of their skilled people to foreign countries

There is a lack of industrial linkage with TVET institutions

Negative attitude and

social value

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Main Challenges observed in Palestine

War and Siege: TVET sectors of Gaza Strip are facing few serious problems, For instance(Qualitative data)

Continual war destroyed the overall socio-economic condition of Gaza Strip. Peoples’ income levels, students’ enrollment, their future, and social stability are heavily affected due to continual war and siege.

TVET sectors are not allowed to import many required equipment to introduce new and demanding programs to offer current skills.

TVET experts from other countries cannot easily enter Gaza Strip for updating TVET sectors and to offer training programs.

TVET infrastructures and factories have been demolished many times due to the action of continual war in Gaza.

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Cont…

Lack of funds: funding is a major problem in Palestine.

There is a lack of long term plans (vision) for improving TVET sectors.

Teachers: Shortage of specialized teachers and a lack of competent instructors.

language barriers: cannot send many of their skilled people to foreign countries.

10/5/201827


Cont..

There is a lack of industrial linkage with TVET institutions.

Negative attitude and social value.

Unemployment: There are very few job opportunities in Gaza Strip. Therefore,

unemployment rate in Gaza strip is very high.

10/5/201828


Main Challenges observed in Uganda

Lack of funds: funding is a problem in Palestine.

Lack of facilities: (modern equipment, lab, machineries) for offering updated

skill training and inadequate TVET institutions.

Teachers: Shortage of specialized teachers and a lack of competent instructors.

10/5/201829


Cont..

There is a lack of industrial linkage with TVET institution.

Wastage or exploitation of resources by the top authorities.

The acquired skills from remote areas forces villagers to move to urban areas to

search for a living due to lack of implementation of those skills in rural areas.

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Main Challenges observed in Australia

1. Poor completion rates for lower level qualifications

2. Balancing the initial training of young people with the re-training of older

workers

3. Increasing VET enrolments and maximizing completions for students from low

socio-economic status circumstances, Indigenous Australians, refugees and

Australians with a disability remains challenges for GoB

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Section Six: General Policy recommendations for OIC

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1. Improvement of TVE sectors

2. Reducing the gap between TVET sectors and industries

3. Government initiatives

4. NGO and other donor agencies

5. job creations


1. Improvement of TVET Sectors

Female enrolment

Teachers training

Awareness and social

recognition

Language barriers

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PolicyUpdating

curriculum

Expert exchange

Industrial visit

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2. Reducing the gap between TVET sectors and industries


3. Government initiatives

Allocate Funds

Building Capacity

Quality Education & Training

Social Value

Linking with NGO

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Provide small funds for

start-up business

Work together in formulating

projects, policies and other initiatives

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4. NGO and other donor agencies


More jobs

Scholarship & free

education

Job placement

cell

5. Jobs

creation

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Country Specific Recommendations (Palestine - Gaza Strip)

The government of Palestine should come forward with positive attitude towards

building a strong relationship with neighbouring countries and other international

bodies (countries) to solve ongoing problem (War and Siege).

OIC and other international bodies may sit together aiming to bring peace in Palestine

and among other neighbouring countries. Stopping wars and withdrawing siege are the

key issues for improving the overall contexts (scenario) of Gaza Strip.

10/5/201838


Cont..

Gaza Strip needs experts from developed countries.

The intensity of assistance, support, donations, and aids are not adequate for

Gaza Strip to eradicate poverty. The donor agencies and NGOs, therefore, should

increase their continual effort in aspects of funds and other initiatives towards

developing TVET for eradicating poverty.

Extra attention and efforts should be put on creating job opportunities in order

to reduce unemployment rates.

Small funds should be allocated for the TVET graduates to start-up their own

business.

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Country Specific

Bangladesh

Training on Specific Subjects

Context Dependent Foreign Training

English Textbook

Teachers’ Workload


Entrepreneurship education

Religious leaders

Remote area

(Tribes)

Budget monitoring

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Country Specific Recommendations (Uganda)


10/5/201842

Section SevenRegulatory Framework


Government NGOs

Gaza StripFunds (zakat)

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OIC initiatives


Policies Industrial

linkage Quality

Infrastructure (set-up)

LabsNo

Institutions

FundsEconomic

UseRestrict

Corruption

Monitoring System

Attractiveness & social value

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Government of OIC member Country


Government Institutions

CreatingJobs

Funds

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NGOs & Donor Agencies


TVET Board

Updating Curriculum

Professional Development

Certificate

Job placement

cell

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10/5/201847

TVET Institutions

Invite Experts

Industrial Visit

Coordination & Collaboration

Gender Responsive Environment

Quality of Teaching

Learning


Clarifications Discussions

10/5/201848

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