As Bangladesh continues its journey toward becoming a middle-income country by 2030, our technical and vocational education and training (TVET) system stands at a critical crossroads. While significant reforms have been implemented over the past decade, I believe we must embrace a more comprehensive transformation toward what I call “TVET 2.0” – a system fully aligned with international standards and responsive to global market demands. This article presents my personal vision for this transformation, drawing on both the progress made and the challenges that persist in our current system.

The Current TVET Landscape: Progress and Persistent Challenges

Bangladesh has established a TVET system that has undergone significant reform efforts, particularly through initiatives like the TVET Reform Project (2008-2015) funded by the European Union and implemented by the ILO. This and other projects have led to important developments, including the National Skills Development Policy, National Technical and Vocational Qualifications Framework (NTVQF), and the establishment of Industry Skills Councils.

However, despite these reforms, our TVET system continues to face fundamental challenges. The most pressing issue is the persistent mismatch between the programs offered by TVET institutions and the skills actually required by industry. Our training programs remain largely supply-driven rather than demand-driven, with insufficient hands-on practice and limited industry attachment.

In my observation, this disconnect severely limits the employability of TVET graduates both domestically and internationally. The system is further hampered by poor infrastructure, inadequate quality of trainers and trainees, high dropout rates, and limited access for women and disadvantaged groups. Government documents acknowledge that about 51% of Bangladeshi workers overseas are unskilled or less-skilled, indicating a significant missed opportunity for economic benefit through improved TVET9.

Why We Need TVET 2.0: Moving Beyond Incremental Reform

While acknowledging the importance of reforms to date, I firmly believe that incremental changes to the existing system are insufficient. Bangladesh needs a more transformative approach – TVET 2.0 – to fully harness our demographic dividend and position ourselves competitively in the global skills economy.

The current system remains fragmented across more than nineteen ministries operating technical training institutes5. This fragmentation creates inefficiencies, duplications, and coordination challenges. Additionally, the “Grade VIII Barrier” limits access to formal TVET for many potential students, while social stigma and lack of gender-friendly environments restrict female participation9.

Perhaps most critically, our TVET providers remain “far behind the international standards, certification and quality assurance,” with “weak governance” and “inadequate participation from the private sector and employers”9. These limitations prevent our system from producing graduates who can seamlessly integrate into international labor markets or attract foreign investment to domestic industries seeking skilled labor.

TVET 2.0: A Vision for International Alignment

I envision TVET 2.0 as a comprehensive reimagining of our technical and vocational education system that is internationally aligned, industry-driven, technology-enhanced, and accessible to all Bangladeshis with potential.

At its core, TVET 2.0 would feature seamless alignment with international qualification frameworks and standards. This would require expanding beyond the National Technical and Vocational Qualifications Framework to ensure full compatibility with regional and global frameworks. The current competency standards developed under the TVET Reform Project provide a starting foundation, but TVET 2.0 would require more comprehensive implementation and international recognition.

Key Components of TVET 2.0

1. Unified Governance with Industry Leadership

I believe we must consolidate TVET governance under a unified authority while significantly expanding the role of industry in setting standards and designing curriculum. The current Industry Skills Councils should be empowered with real decision-making authority and expanded to cover all major economic sectors. This would ensure that training directly responds to employment needs and technological changes.

In my view, what’s currently missing is a true partnership model where industry doesn’t just advise but actively co-designs and co-delivers training. Under TVET 2.0, each program would have industry champions with skin in the game through commitments to employ graduates, provide internships, and contribute to training infrastructure.

2. Digital Transformation of Learning

TVET 2.0 must embrace digital technologies not as supplements but as central components of training delivery. This means developing interactive digital learning platforms, virtual reality training environments for hazardous or expensive skills practice, and blended learning approaches that maximize hands-on time while allowing theoretical learning to happen flexibly.

The COVID-19 pandemic revealed the vulnerability of our traditional training approaches. TVET 2.0 would build resilience through digital infrastructure that ensures continuity while preparing students for increasingly digitalized workplaces.

3. Competency-Based Progression Pathways

The current “Grade VIII Barrier” that limits access to formal TVET must be replaced with multiple entry and exit points based on demonstrated competencies rather than years of general education9. TVET 2.0 would fully implement Recognition of Prior Learning (RPL) across all sectors, allowing workers with informal skills to obtain certification and progress to higher qualifications.

I envision a system where a person can enter at a basic level with minimal formal education, demonstrate competencies to progress, and potentially reach advanced technical qualifications through multiple pathways combining work experience, formal training, and competency assessments.

4. International Certification Alignment

A cornerstone of TVET 2.0 would be ensuring that Bangladeshi TVET qualifications are recognized internationally. This requires not just alignment of standards but formal mutual recognition agreements with key destination countries for Bangladeshi workers.

Bangladesh has taken initial steps in this direction through cooperation with countries like Sri Lanka, but TVET 2.0 would dramatically expand these efforts. Every TVET qualification should have a clear mapping to international equivalents, and major programs should offer dual certification with internationally recognized bodies.

5. Entrepreneurship and Innovation Focus

TVET 2.0 would move beyond preparing employees to fostering entrepreneurs and innovators. Every TVET program would include entrepreneurship modules, access to startup incubation, and pathways to financing for graduate ventures.

This component is particularly important given the insufficient job creation for TVET graduates noted in current assessments. By equipping graduates with both technical skills and entrepreneurial capabilities, TVET 2.0 would enable them to create employment opportunities rather than just seek them.

Implementation Roadmap: Making TVET 2.0 a Reality

Implementing TVET 2.0 requires a phased approach with clear priorities:

Short-term Priorities (1-2 years)

• Establish a unified TVET governance framework with enhanced industry participation
• Develop digital infrastructure and blended learning approaches for all major programs
• Create an international qualification mapping for high-demand occupations
• Implement full RPL systems to recognize informal skills

Medium-term Development (3-5 years)

• Complete the digital transformation of all TVET institutions
• Secure mutual recognition agreements with at least 10 key destination countries
• Establish international certification partnerships for all major training programs
• Develop advanced entrepreneurship support systems for TVET graduates

Long-term Vision (5-10 years)

• Full international recognition and seamless transferability of Bangladeshi TVET qualifications
• Network of Centers of Excellence in priority sectors meeting global standards
• Leadership position in specific technical fields within the South Asian region
• Self-sustaining funding model combining government, industry, and entrepreneurial revenues

Financing TVET 2.0

I believe the traditional government-centric financing model for TVET is insufficient for the transformation I’m proposing. TVET 2.0 would require a hybrid financing approach with several components:

1. Core government funding for basic infrastructure and access programs
2. Industry co-investment in specialized training facilities and equipment
3. Training levies on larger employers to support system-wide improvements
4. Income-share agreements for students in high-return fields
5. International development partnerships focused on global skills alignment

This diversified approach would ensure the sustainability of TVET 2.0 while aligning incentives across stakeholders.

Expected Outcomes: The Potential Impact of TVET 2.0

The transformation to TVET 2.0 would yield significant benefits for Bangladesh:

1. Enhanced domestic productivity: Industry-aligned skills would improve productivity across economic sectors.
2. Increased remittances: Internationally certified workers would command higher wages abroad.
3. Improved social inclusion: Multiple entry points and digital access would extend opportunities to disadvantaged groups.
4. Increased investment attraction: A reliable pipeline of skilled workers would attract foreign direct investment.
5. Reduced youth unemployment: Relevant skills and entrepreneurship focus would create more employment pathways.

 

As someone deeply invested in Bangladesh’s development, I believe transforming our TVET system is not just an educational reform but a critical economic and social imperative. The existing reform efforts provide a foundation, but the vision of TVET 2.0 requires us to be more ambitious, innovative, and globally oriented.

The demographic dividend that Bangladesh currently enjoys will not last indefinitely. We have a limited window to build a world-class skills development system that can power our economic growth for decades to come. TVET 2.0 represents not just an evolution of our current system but a reimagining of what technical and vocational education can achieve in a rapidly changing global economy.

I call on policymakers, industry leaders, educators, and international partners to embrace this vision and collaborate on its implementation. The future competitiveness of Bangladesh depends on our ability to develop human capital that can compete globally while driving innovation locally. TVET 2.0 is the pathway to that future.