01/08/2025
There are several fundamental differences between the technical and vocational education and training (TVET) systems in developed countries and Bangladesh, which have a major impact on the effectiveness of the training system and the employability of its graduates. These differences are mainly seen in the following areas:
Differences between technical training in developed countries and Bangladesh
1. Curriculum and modernization:
* Developed countries: The technical education curriculum in developed countries is highly modern, demand-driven and closely linked to industry. They regularly update the curriculum according to the needs of the industrial sector and develop training modules in line with new technologies. Often, industrial institutions directly participate in the formulation of the curriculum.
* Bangladesh: The technical education curriculum in Bangladesh is often not in line with the needs of old and modern industries. It moves slowly to keep pace with rapidly changing technologies, as a result of which in many cases trainees cannot acquire skills that are relevant to the current market.
2. Quality and number of teachers and trainers:
* Developed countries: Technical trainers in developed countries have industry experience, high-quality educational qualifications, and regular training. The teacher-student ratio is usually low (e.g., 1:20), which helps students get individual attention.
* Bangladesh: In Bangladesh, the shortage of technical trainers, the lack of modern industry experience and training of teachers is a major problem. The teacher-student ratio is very high (e.g., 1:50), which is an obstacle to quality training. There are also allegations that classes are held without teachers at times.
3. Infrastructure and equipment:
* Developed countries: Technical training institutions in developed countries have modern, industrial-grade equipment and tools, which give students experience of a real work environment. The environment of labs and workshops is very advanced and safe.
* Bangladesh: Many technical institutions in Bangladesh use old, inadequate, or ineffective equipment. Lack of modern equipment and maintenance problems are often seen, which limits the opportunities for students to learn hands-on. Budget insufficiency is a major reason for this.
4. Industry Linkage:
* Developed Countries: In developed countries, there is a very strong and effective linkage between technical education institutions and industry. There are models like "dual system" (such as Germany), where students learn in institutions on the one hand and receive practical training directly in the workplace on the other. This helps in creating internship and job opportunities for students.
* Bangladesh: There is a lack of communication between industry and technical education institutions in Bangladesh. Training not provided according to the needs of the industry and limited internship opportunities are a major weakness here.
5. Social Attitude and Acceptability:
* Developed Countries: In developed countries, technical education is seen as an equally respectable and effective career path. Even technical teachers at primary and secondary levels are given equal status to university teachers.
* Bangladesh: In Bangladesh, technical education is still seen as less important or "second-class" education than general education. This discourages talented students from pursuing technical education and negatively impacts the social prestige of people with technical knowledge.
6. Financing and Investment:
* Developed countries: Technical education is adequately funded through government, industry and private investment, which ensures modern infrastructure, equipment and high-quality trainers.
* Bangladesh: Budget allocation to the technical education sector is relatively low, which is a major obstacle to the modernization and improvement of institutions.
7. Quality Assurance and Evaluation:
* Developed countries: There are strict quality assurance processes, regular evaluation and professional licensing systems, which maintain the quality of training and ensure the production of qualified manpower.
* Bangladesh: Weaknesses in quality assurance and lack of effective evaluation systems are observed. This creates challenges in controlling the quality of training.
8. Career Guidance and Counseling:
* Developed countries: There are effective career guidance and counseling systems for students, which help them choose the right path and enter the job market.
* Bangladesh: Inadequacies are seen in this area, which hinders students from making proper career plans.
Conclusion:
Although the Bangladesh government has taken various steps to promote technical education and has recognized its importance in principle, the modernization of the curriculum, the quality of instructors, the lack of modern equipment and the weakness of the industry-education linkage still create a huge gap in Bangladesh compared to developed countries. If these gaps can be eliminated, it will be possible to transform Bangladesh's large young population into skilled human resources and further accelerate the country's economic growth.
