A CPD report reveals low earnings for Bangladeshi technical graduates, with most earning under Tk 10,000 monthly. Learn about the proposed reforms to modernize and improve technical education.
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| Over 70% of technical graduates in Bangladesh earn less than Tk 10,000 monthly due to skill mismatches and outdated curricula. Discover the CPD's recommendations for reforming the technical education system. Image Courtesy: Unsplash |
Dhaka, Bangladesh - November 5, 2024:
The study by the Centre for Policy Dialogue (CPD) highlighting that 73% of Bangladesh’s technical and vocational graduates earn less than Tk 10,000 per month underscores pressing challenges in the country’s Technical and Vocational Education and Training (TVET) system. This analysis reveals fundamental issues around skill gaps, mismatched curricula, and inadequate infrastructure, which, despite demand for technically skilled workers, lead to poor job outcomes and low earnings for graduates.
The CPD’s findings suggest that the primary reason for low wages among technical graduates is the disconnect between acquired skills and market requirements. As per the survey, the majority of technical and vocational courses fail to prepare graduates for industry needs, with course content often outdated and irrelevant to local labor demands. Only 13% of respondents believe the education quality meets their expectations, while a significant 87% report disappointment with their training. This disparity reflects both an institutional lag in curriculum adaptation and a broader governance issue within the technical education sector.
Experts at the event proposed a series of reforms aimed at overhauling the TVET system. Debapriya Bhattacharya of CPD advocated for a partnership-based expert committee to develop an action plan for revamping technical education, emphasizing the need for swift and strategic interventions over a short timeline. He and others stressed that the reallocation of resources to curriculum development, trainer quality, and infrastructure is critical, especially given the substantial future demand for skilled workers as the employment landscape evolves over the next 15 years.
Further complicating the sector’s challenges is a shortage of qualified instructors; only 18% of teaching positions in the technical education field are filled, according to Md Maksudur Rahman of the Directorate of Technical Education. This shortage limits the effectiveness of the education provided, which in turn weakens the employability of graduates. Without enough qualified teachers, even well-designed curriculums cannot reach their full potential in fostering job-ready skills.
The survey also highlights infrastructural deficiencies, with 67% of respondents rating facilities as average at best. Strengthening infrastructure, expanding training facilities, and ensuring that training is job-oriented, as stressed by former UCEP Bangladesh president A Matin Chowdhury, are necessary for translating training into meaningful employment. An effective solution to the unemployment and underemployment issue among TVET graduates will require not only infrastructural and curricular improvements but also partnerships with industries that can ensure job placements upon training completion.
The reforms proposed by CPD aim to move beyond quick fixes. Debapriya Bhattacharya urged for a government action plan that includes a comprehensive assessment phase followed by a well-structured implementation phase. The CPD also underscored the importance of transparency and accountability in managing this transformation.
Looking at the long term, CPD fellow Prof Mustafizur Rahman pointed out that integrating foundational technical education at the primary level could yield a more capable workforce in the future. This proposal aims to create a well-rounded approach to technical education, preparing young learners with foundational skills that can be built upon as they progress through the educational system.
In conclusion, while the CPD’s report sheds light on significant deficiencies in Bangladesh’s technical and vocational training, it also lays out a roadmap for necessary improvements. With the right governmental commitment, increased funding, and collaboration with industry, the TVET sector could be reformed to produce a more capable and better-compensated workforce. However, this transformation will require not only policy changes but also a shift in the overall governance approach to education in Bangladesh, emphasizing accountability, transparency, and industry relevance.