UCEP Program: Results Chain Job-placement Wage employment Entrepreneurship through self-employment Apprenticeship 2017 target: 90% Technical & Vocational Education & Training 3 – 6 months skills training Formal technical education (Class 9-10 & 04 years Diploma in Engineering) Process based Skills training for RMG and Electronics course Customized Skills training for Industry Recognition of Prior Learning (RPL) 2017 target: 15,830 (incl RPL) General Education Grade 5 to 8 education (in 3 years) – national curriculum Remedial of Literacy and Life Skills (ROLLS) – 1 year 2017 target: 30,625 Child & Woman Rights Advocacy Gender parity in technical education Persons with disability & ethnic groups Engagement with community & organizations 2017 target: 147,620

Program Coverage 46,455 children/youth 44 Schools 10 Training Centers 02 Outreach training center 10 Districts (out of 64) 40% Working children 52% Girls in education 48% Girls in skills training

UCEP’s works & economic progress of the country UCEP matches two needs Need of underprivileged community for economic opportunity Need of industries for skilled workforce Earning level increase of underprivileged communities: On an average training cost about 20,000 BDT for each trainee, The average earning is around 7,000 BDT per month So a trained graduate earn 20,000 BDT in less than 3.5 months. ‘Any job’ to ‘Decent’ job/’Compliant’ workplace Informal sector jobs to formal sector jobs Education, training and jobs for females – about 48% females in Technical education Access for persons with disability and ethnic groups

The issue of quality in TVET: Demand driven course design and appropriate delivery of training Engagement of Employers – Employers Committee , Sector Skills Planning Committee , Industrial Skills Council (institutional mechanism) Modular to Competency based training and its limitation Innovation of ‘Process-based skills training’ Productivity, Success, and cost issue Need for apprenticeship & employers apathy Need for improvement of ICT supported skills training Trainees’ capacity to learn – Issue of quality education & launch of Literacy Remedial program Cost of technical training – Updated equipment, cost of high quality trainers and cost of practice materials

Process Based Curricula of Vocational Skills Training There has no standard structure of process based curricula of vocational skills training program. Mainly industry sectors engaged in manufacturing of products usually follow processes for production. RMG industries in Bangladesh and across the globe follow process based manufacturing system Main outcome of process based curricula is to ensure development of appropriate skills required for productivity and quality of the products UCEP vocational skills training program innovated ‘Process based curricula’ following the demand of the RMG industries and later on expanded for Electronics courses based on the success in RMG course

Process Based and Conventional Curricula Process Based Curricula: A Process based curricula is mainly focused on outcomes of learning. The structure of process based curricula follows output standards of industry processes with main concentration of productivity and quality. The process is directly involved with Process time and process flow; Individual process work efficiency; and Knowledge, skill and attitude Modular Curricula: A modularized curriculum is made up of learning units called modules. A module is a well structured or self- contained learning unit which is complete with specific objectives, contents, teaching/learning strategies and some forms of assessment. (ref: https://cd.edb.gov.hk/la_03/chi/curr_guides)

Objectives of this process based curricula Accommodate demand of the industry and its processes to be accomplished by an individual operator. Create a proficiency-based skills training system that allow the trainees to demonstrate their expertise on individual process with required skills, knowledge and attitude. Ensure improvement of trainees performance in the training workshop/center Open window for inclusive vocational skills training particularly for Person with disabilities (PWDs) as this creates opportunity to become an expert on individual process. Ensure development of skills to an individual with a focus of better productivity and quality

Structure of process based curricula (RMG) No. Items Allocated No. of Periods* Theory Practical Total Part A (General) 1 Concepts of Industrial Sewing Operation 03 - 2 Occupational Safety and Health (OSH) 05 01 06 3 Work Place Communication 02 4 Basic concept of Numeracy and Literacy 08 5 Basic Concepts of Tools, Equipment, Measuring instruments and accessories 04 07 6 Operate Single Needle Lockstitch Machine 10 140 150 7 Operate Double Needle Lockstitch Machine 30 35 Sub Total 33 177 211 01 Period = 50 minutes

Structure of process based curricula (RMG) Part B (1) (Process Specialization) 8 Operate Single Needle Lockstitch Machine - 124 224 9 Operate Double Needle Lockstitch Machine 125 225 Part B (2) (Process Specialization) 10 Operate Single Needle Chain Stitch Machine 04 120 11 Operate Double Needle Chain Stitch Machine 05 Part B (3) (Process Specialization) 12 Operate Four Thread Over lock Machine 02 122 13 Operate Five Thread Over lock Machine 123 Part B (4) (Process Specialization) 14 Perform Button hole Sewing Machine 247 249 Part B (5) (Process Specialization) 15 Perform Button Attach Sewing Machine Part B (6) (Process Specialization) 16 Perform Flat Lock Sewing Machine (T Shirt) 245 Part B (7) (Process Specialization) 17 Product Assembling ( T shirt and Oven shirt) 48 50 Total 56 Period 454 Period 510 Period Monthly Examination 20 25 Semester final Examination Time allocation 66 Period 484 Period 550 Period Percentage 11% 89% 100 %

Process Layout of a Shirt Cuff Rolling (SNLS) Flap Top stitch (SNLS) Back Yoke Top Stitch (DNLS) Cuff Sewing (SNLS) Pocket attach (SNLS) Sleeve Rolling (SNLS) Cuff Top Stitch (SNLS) Placket Attach (SNLS) Side Seam (OL. 5T) Band Rolling (SNLS) Lower Gamble Attach (SNLS) Sleeve Attach (OL. 5T) Collar Sewing (SNLS) Long Gamble Attach (SNLS) Bottom Rolling (SNLS) Collar Top Stitch (SNLS) Top center (DNLS) Collar Band Attach (SNLS) Button Hole (BH) Collar Band Attach Top Stitch (SNLS) Lower front Rolling (SNLS) Button Attach (BS) Flap Sewing (SNLS) Back Yoke Joint (SNLS)

Industry Standards of Process (RMG) Industry standard output for a cuff making (pcs/hour) Name of process Grade-A Grade-B Grade-C Cuff Rolling 200 150 120 Cuff Sewing 100 80 60 Cuff top Stitch Name of process Machine Name Output of a Trainee in training center (pcs/hour) 1st week 3nd week 5rd week 7th week 8th Week Cuff rolling Single Needle Lock Stich Machine 20 50 80 110 140 Cuff Sewing 30 40 60 Cuff top Stitch

Success of Process Based Curricula (RMG) Name : Shapna Das Course : Industrial Sewing Operation Course Duration: 06 months Course completed: June 2016 Industry : Mamya OP (BD) at CEPZ, Chittagong Position : Sewing Operator Monthly Salary: BDT 10,000

Recommendations 1. The process based curricula found to be successful in case of the vocational skills development of manufacturing industry related occupations. So this could be replicated in other similar occupations. 2. Industry and Institute linkages is quite important for implementing process based curricula. Industry should cooperate with training centers for implementing the curricula. 3. The process based curricula should be mainstreamed in by the BTEB and other public agencies in order to attain wider impact for the skills development and productivity improvement.

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