21st Century Leadership Skills for TVET Leaders in Bangladesh: From Control to Collaboration

TVET in Bangladesh is standing at a turning point. Rapid industrial transformation, Industry 4.0 technologies, and changing student expectations are putting unprecedented pressure on TVET institutions to modernize how they are led and managed. Traditional “command-and-control” leadership is no longer enough; today’s TVET leaders must influence, inspire, and innovate in volatile, uncertain, complex and ambiguous (VUCA) environments.​

This article draws on the “21st Century Leadership Skills for TVET Leaders” training resource and reinterprets it in the specific context of Bangladesh, linking the core leadership concepts with practical implications for TVET institutions, polytechnics, TTCs, skills centres and industry-led training providers.​

Rethinking Leadership in the TVET Context

In the 21st century, leadership is less about authority and more about influence—the ability to motivate and enable others to contribute to institutional effectiveness and success. A leader’s role is to create conditions where teachers, trainers, managers, staff and learners can perform at their best and feel that their work is meaningful.​

For TVET leaders in Bangladesh—principals, department heads, training coordinators, project managers—this means:​

• Moving from “issuing orders” to “co-creating solutions” with teams.​

• Seeing leadership as a process of continuous learning, reflection and adaptation.​

• Linking every decision to learner outcomes, industry relevance, and national skills priorities.​

Historically, leadership has evolved from rigid, top-down models to more collaborative, people-centric approaches. In TVET, however, many institutional cultures still reflect the older paradigm: hierarchy, bureaucracy, and limited voice for teachers and students. The challenge for Bangladeshi TVET leaders is to consciously accelerate this evolution within their own institutions.​

From Management 1.0 to Leadership 4.0 in Bangladeshi TVET

How the Environment is Changing

The training document highlights how technology, demographics and work patterns are transforming societies, businesses and leadership expectations. AI, automation and digital communication tools are reshaping job roles, and lifelong learning has become essential for employability.​

For Bangladesh, this is visible in:

• Growing demand for digitally skilled technicians, not just traditional tradespeople.​

• Industry 4.0 adoption in sectors like garments, electronics, agro-processing and ICT.​

• Increasing focus on upskilling and reskilling, including through recognition of prior learning (RPL) and flexible learning pathways.​

In such a context, “Management 4.0” demands leaders who are comfortable with technology, data, and innovation, and who can reimagine how training is designed, delivered and assessed. Command-and-control styles are described as “becoming extinct,” replaced by models that embrace vulnerability, collective intelligence, and real-time feedback.

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The Quiet Quitting Warning for TVET

The training references Gallup’s State of the Global Workplace report, which shows that a large proportion of the world’s employees are “quiet quitting”—psychologically disengaged, present but disconnected from purpose. Many respondents globally say they want better recognition, fair treatment, clearer goals, and better managers.​

This has direct parallels in TVET institutions in Bangladesh, where:

• Many teachers feel under-recognized, overburdened, and excluded from decisions.​

• Career progression is often slow and unclear.​

• Limited feedback and coaching culture leads to low engagement.​

A disengaged teaching workforce undermines training quality, student motivation and institutional performance. Leadership, therefore, is not a soft add-on; it is central to improving outcomes and meeting NTVQF/BNQF and industry expectations.​

Core Characteristics of 21st Century TVET Leadership

The training resource identifies a set of key characteristics that define effective 21st century leaders, which are directly applicable to TVET leaders in Bangladesh.​

1. Adaptability and Agility

TVET leaders must navigate rapidly changing environments and embrace flexibility. Policy reforms, donor projects, industry partnerships and technological upgrades all demand swift, thoughtful responses.​

In Bangladesh, this may look like:

• Quickly adjusting course offerings to new sectoral demands (e.g., industrial automation, renewable energy, logistics).​

• Redesigning timetables and training modalities to accommodate blended or online learning.​

• Responding to crises (pandemics, floods, economic shocks) while protecting learner continuity.​

An adaptable leader encourages experimentation, tolerates calculated risk, and learns from failure rather than punishing it.​

2. Visionary Thinking

Visionary thinking means having a clear, compelling picture of the future and being able to communicate it so that others want to move towards it. In a TVET institution, that vision might focus on becoming a centre of excellence in a specific sector, achieving high graduate employment rates, or becoming a national model for competency-based training and assessment.​

For Bangladeshi TVET leaders, visionary thinking involves:

• Aligning the institutional vision with national skills strategies, SDGs, and Industry 4.0 demands.​

• Translating that vision into concrete strategic goals and measurable indicators.​

• Repeatedly communicating the vision to teachers, staff, industry partners and students in simple, motivating language.​

3. Global Perspective, Local Relevance

The training emphasizes that leaders must have a global mindset while responding to local priorities. TVET in Bangladesh is linked to global labour markets (for migration), global value chains (e.g., RMG exports), and global technology trends.​

A globally minded TVET leader:

• Understands international qualification frameworks and regional TVET standards.​

• Learns from SEAMEO, ILO, UNESCO-UNEVOC and other regional initiatives.​

• Adapts global best practices to local realities—language, culture, economic conditions.​

4. Collaboration and Inclusivity

Inclusive leadership is described as vital in today’s diverse workplace. Leaders must foster collaboration and create an environment where every individual feels valued, respected, and heard.​

In Bangladeshi TVET, inclusivity has multiple dimensions:

• Gender inclusion: increasing women’s participation in non-traditional trades.​

• Inclusion of disadvantaged groups: rural youth, people with disabilities, low-income learners.​

• Inclusion of staff: giving teachers and non-academic staff voice in decisions that affect their work.​

Practically, this can involve participatory planning, joint problem-solving workshops, cross-functional teams, and transparent communication channels.​

5. Emotional Intelligence

Leaders with high emotional intelligence understand and manage their own emotions and empathize with others, creating a positive work environment. In cultures where authority is traditionally distant, emotionally intelligent leadership can be transformative.​

For a TVET principal or head of department, emotional intelligence involves:

• Listening actively to teachers’ and students’ concerns instead of dismissing them.​

• Handling conflicts calmly and fairly.​

• Providing coaching and feedback in a way that builds confidence instead of fear.​

6. Tech-Savvy and STEM Thinking

In the digital age, leaders need to be comfortable with technology and understand how it can enhance productivity and communication. They also need STEM-oriented thinking: critical thinking, analytical thinking, problem solving, teamwork and evidence-based decision making.​

For Bangladeshi TVET leaders, this may mean:

• Using LMS platforms, digital attendance, and online assessment tools.​

• Encouraging teachers to integrate digital simulations, AR/VR, or online resources into practical training.​

• Using data (enrolment, completion, employment, tracer studies) to drive decisions instead of relying solely on intuition.​

7. Lifelong Learning Mindset

The training stresses that continuous learning is imperative for 21st century leaders. Effective leaders prioritize personal growth and encourage a culture of learning in their organizations.​

In TVET institutions in Bangladesh, this can involve:

• Leaders themselves participating in CPD programs, leadership academies, and industry attachments.​

• Creating structured opportunities for staff learning: peer learning circles, internal workshops, mentoring, and action research.​

• Recognizing and rewarding learning initiatives and innovation, even when they are small.​

Choosing and Adapting Leadership Styles in TVET

The training document presents several leadership models that are especially relevant when managing diverse teams and complex institutions like TVET colleges.​

Leadership Behaviour Continuum: From Autocratic to Free-Rein

The Tannenbaum-Schmidt leadership continuum shows a spectrum from manager-centred, authority-driven leadership to subordinate-centred, high-freedom leadership. At one end, leaders tell and sell decisions; at the other, they delegate and even abdicate decisions to the team within defined limits.​

In TVET in Bangladesh:

• Many institutions still operate close to the “tells/sells” end—decisions are made at the top and transmitted downwards.​

• Moving towards “consults/joins/delegates” allows teachers, workshop staff, and even students to own solutions and innovate.​

This does not mean abandoning authority but using it wisely: leaders decide when to be directive (e.g., in compliance or crisis situations) and when to be participatory (e.g., in curriculum review, timetabling, or learning support initiatives).​

Transformational Leadership for TVET Reform

Transformational leadership, as described in the resource, involves leaders who are role models, inspire followers, challenge them to own their work, and align tasks with people’s strengths. It has four components: idealized influence, inspirational motivation, intellectual stimulation, and individualized consideration.​

Applied to a polytechnic or TTC in Bangladesh, transformational leadership looks like:

• Articulating a compelling vision of high-quality, industry-responsive training that improves students’ lives.​

• Encouraging teachers to question outdated practices and design innovative, competency-based, learner-centred approaches.​

• Mentoring individual staff members, noticing their talents, and supporting their professional trajectories.​

Transformational leaders in TVET must also be prepared to “lead the charge”—being visible, taking responsibility, accepting failures, and celebrating small wins.​

Situational Leadership

Hersey and Blanchard’s situational leadership model emphasizes that leadership style should adapt to the maturity and competence of followers. The model distinguishes between directing, coaching, supporting and delegating styles, and matches them to different developmental levels of staff.​

In a Bangladeshi TVET institution, this might involve:

• New instructors or assessors (low competence, high commitment) needing more directive guidance and structured support.​

• Mid-level staff who are capable but cautious needing coaching—high support and clear direction.​

• Experienced teachers with high competence and commitment needing delegated authority and autonomy.​

The situational leader uses insight, flexibility, trust, problem solving and coaching to choose the right style in each situation. This is especially important in mixed teams that include older staff used to traditional norms and younger staff more comfortable with digital and learner-centred practices.​

Servant Leadership

Servant leadership, as introduced in the training, flips the traditional model: the leader’s primary role is to serve, help people grow, and support their development. A servant leader shares power, puts employees’ needs first, and asks whether those being served are becoming healthier, wiser, freer and more autonomous.​

In TVET in Bangladesh, servant leadership might be expressed through:

• Prioritizing the professional growth of teachers and support staff even within resource constraints.​

• Being accessible and approachable to both staff and students.​

• Designing systems that reduce unnecessary administrative burdens on teachers so they can focus on teaching and mentoring.​

Democratic Leadership

Democratic leadership is described as an open style that encourages participation, collaborative decision-making and open dialogue. Although the leader still makes the final decision, all team members are invited to contribute ideas and perspectives.​

For Bangladeshi TVET leaders, democratic leadership can include:

• Using team meetings not only for instructions, but for problem solving and idea generation.​

• Applying 360-degree feedback and anonymous suggestion mechanisms.​

• Involving staff and student representatives in committees for quality assurance, discipline, or campus development.​

Different leadership styles are not mutually exclusive; effective leaders use a blend, depending on context and the type of change they are leading.​

Engaging Teachers and Staff

The training includes Gallup’s “12 Elements of Great Managing,” which strongly predict employee engagement and performance. These elements are directly applicable in TVET institutions and can serve as a diagnostic tool for leaders.​

Some key elements include:

• Staff knowing what is expected of them at work.​

• Having the materials and equipment needed to do work properly.​

• Opportunities to do what they do best every day.​

• Regular recognition or praise for good work.​

• Feeling that someone at work cares about them as a person and encourages their development.​

• Having opportunities to learn and grow in the last year.​

In Bangladesh’s TVET context, these elements highlight why investing in staff engagement is essential: without clear expectations, basic resources, recognition, and growth opportunities, even the most technically capable institution will underperform.​

Leaders can embed these elements by:

• Clarifying roles, responsibilities and performance standards.​

• Conducting regular one-to-one conversations with staff.​

• Establishing simple recognition practices for innovation, improved student outcomes and teamwork.​

Building a Growth-Oriented, Innovative TVET Culture

The training program aims to inculcate a growth mindset and help leaders operate effectively in a VUCA environment. For Bangladeshi TVET institutions, this involves a conscious shift from “compliance-only” culture to “innovation-with-compliance” culture.​

Key cultural shifts include:

• From fear of mistakes to viewing mistakes as learning opportunities when managed responsibly.​

• From “we have always done it this way” to “how can we do it better for learners and industry?”​

• From isolated departments to cross-department collaboration (e.g., general subjects working with trade teachers on integrated projects).​

Leaders can support this by:

• Encouraging small-scale innovation projects led by teachers or student clubs.​

• Providing time and space for reflective practice and peer sharing.​

• Using data from internal monitoring, assessments and tracer studies to identify opportunities for improvement.​

A Leadership Action Plan for TVET in Bangladesh

The training concludes with a call for leaders to develop an action plan based on their own SWOT analysis. For TVET leaders in Bangladesh, an effective action plan might follow these steps:​

1. Conduct a Leadership Self-Assessment

   • Reflect on current leadership style using the continuum and the four main leadership types (transformational, situational, democratic, servant).​

   • Identify dominant behaviours and gaps: Are decisions overly centralized? Is there enough staff engagement?​

2. Analyse Institutional SWOT

   • Strengths: Existing industry partnerships, experienced staff, infrastructure.​

   • Weaknesses: Limited use of ICT in teaching, low staff motivation, poor feedback systems.​

   • Opportunities: Government reforms, donor projects, private sector demand, digital tools.​

   • Threats: Competition from private providers, rapid technology change, funding constraints.​

3. Define 3–5 Strategic Leadership Priorities
   Examples could include:

   • Enhancing staff engagement and professional development.​

   • Strengthening industry linkage and curriculum relevance.​

   • Digitizing teaching-learning and administrative processes.​

4. Design Concrete Innovation Initiatives
   For each priority, outline specific initiatives, such as:

   • Establishing a staff learning and innovation forum to share practices monthly.​

   • Creating joint curriculum review committees with industry representatives.​

   • Piloting blended learning modules in selected courses.​

5. Identify Stakeholders and Partners

   • Internal: teachers, trainers, non-academic staff, student council.​

   • External: industry partners, local government, development projects, sector associations, community leaders.​

6. Link to Staff Growth and Student Outcomes

   • Ensure each initiative creates visible growth opportunities for team members and leads to better learning, higher completion rates and improved employability.​

7. Monitor, Reflect and Adapt

   • Use feedback, simple KPIs, and staff/student voices to adjust the plan.​

   • Celebrate progress to sustain motivation and demonstrate that leadership change is real.​

Final Reflection

Leadership in 21st century TVET is no longer about maintaining order within four institutional walls; it is about navigating change, mobilizing people, and positioning the institution as a dynamic actor in national development. The SEAMEO “21st Century Leadership Skills for TVET Leaders” framework offers a powerful lens for Bangladeshi TVET leaders to rethink who they are, how they lead, and what kind of learning and working environments they create.​

By embracing adaptability, vision, inclusivity, emotional intelligence, technological fluency and lifelong learning, TVET leaders in Bangladesh can move their institutions from quiet compliance to active contribution—preparing learners not just for today’s jobs, but for the evolving world of work in Industry 4.0 and beyond.​