Comparative Study of Qualifications Framework in TVET of Bangladesh Sri Lanka, Philippine and Australia for Global Competitiveness Dr. Md. Hazrat Ali Assistant Professor (EEE) Technical Teachers’ Training College Tejgaon,Dhaka-1208

This study includes the countries profiles; 1. Bangladesh 2. Sri Lanka 3. Philippine and 4. Australia

Qualifications Framework NTVQF (National Technical and Vocational Qualifications Framework ) for Bangladesh NVQF (National Vocational Qualifications Framework ) for Sri Lanka TESD (Technical Education and Skills Development ) for Philippine VET (Vocational Education and Training) for Australia and Global Competitiveness

Qualifications framework Intended to improve understanding of qualifications The information it convey to an employer about prospective workers’ competencies.

Global Competitiveness It refers to the rapid pace of globalization pressures on nations to be competitive at various fields in order to survive. Poses as a huge challenge to the survival of any countries’ workforce in the global market, it provides various opportunities.

Global Competitiveness Pushes (1/2) The continuing development and replenishment of manpower It ensures that there are workers of the right quality and right quantity for the jobs

Global Competitiveness Pushes (2/2) For a stronger labour market intelligence and technology development Lastly, it encourages transformation of the countries workforce to be knowledge- based and adaptable to shifting skills or even occupations.

(Slide-9) Bangladesh NTVQF Structure NTVQF Levels Pre-Vocation Education Vocational Education Technical Education Job Classification NTVQF 6 Diploma in engineering or equivalent Middle Level Manager /Sub Assistant Engr. etc. NTVQF 5 National Skill Certificate 5 (NSC 5) Highly Skilled Worker / Supervisor NTVQF 4 National Skill Certificate 4 (NSC 4) Skilled Worker NTVQF 3 National Skill Certificate 3 (NSC3) Semi-Skilled Worker NTVQF 2 National Skill Certificate 2 (NSC 2) Basic-Skilled Worker NTVQF 1 National Skill Certificate 1 (NSC 1) Basic Worker Pre-Voc 2 National Pre-Voc Cert - NPVC 2 Pre-Vocation Trainee Pre-Voc 1 National Pre-Voc Cert - NPVC 1

Different Level; NVQL together with comparable levels of SLQF of Sri Lanka

Possible Progression Pathways of NVQL and SLQL

Philippine Education System (1/2)

PHL Qualifications (2/2)

Salient Features of TVET Qualifications Framework Sl. No Salient Features 1 Nomenclature 2 Implementing / Responsible Authority 3 Main Objectives 4 Qualifications Type 5 Total Number of Levels up to Diploma 6 Study Duration for each level or Certificate

Entry level Qualifications 8 Entry level age in TVET 9 Sl. No Salient Features 7 Entry level Qualifications 8 Entry level age in TVET  9 Number of TVET Institutions 10 TVET Enrollment 11 Number of sectors covered 12 Number of skills sets/ Occupations

Employment rate of Workforce 14 Assessment Process 15 Sl. No Salient Features 13 Employment rate of Workforce 14 Assessment Process 15 Quality Assurance System 16 Quality Assuring body 17 Monitoring and Evaluation 18 Challenges

Study duration for each level or certificate

Entry level Qualifications

Entry level age in TVET

Number of TVET Institutions

Sector wise NTVQF implementation components or indicators Sl. No Selected sectors No of Occupations No of Competency Standard BTEB Certified Trainers (level-1) BTEB Certified Assessors (NC-IV) 1. Agro food sector 04 09 08 06 2. Information technology Sector 03 14 96 113 3. Leather goods sector 05 12 07 4. Transport sector 24 183 99 5. Informal economy sector 15 34 72 6. Readymade garments sector 21 76 57 7. Construction sector 18 8. Furniture 00 9. Light engineering sector 10. Tourism and hospitality sector 16 26 11. Ceramic sector 12. Pharmaceuticals sector Total 160 407 479

BTEB certified teachers/ trainers under NTVQF Qualifications Achieveme nt period Pre VOC-2 Level-1 Level-2 Level-3 NC-IV Total Up to June, 2015 11 139 18 2 97 267 Up to June, 2016 266 10 5 46 327 12 405 28 7 143 594

BTEB certified industry assessors under NTVQF Qualifications Achievem ent period Pre VOC- 2 Level-1 Level-2 Level-3 NC-IV Total Up to June, 2015 25 179 22 1 141 368 Up to June, 2016 264 38 244 547 443 60 2 385 915

Different countries are facing complex issues – Global competitiveness and sustainable development To face the future challenges of skill shortage in the world of work

Internationally and locally acceptable standard qualifications framework for Technical and Vocational Education and Training (TVET) logically can solve these problems

Findings of the study Seamless qualifications framework of Australia, Philippine and Sri Lanka Have the greater response in the TVET sector education and training system It allows mobility in terms of flexible entry and exit into the countries’ educational system. In Bangladesh newly introduced NTVQF is going to be implemented to unifying the TVET system throughout the country.

Recommendation A significant number of TVET institutions but low enrolment in BD To addressing vital challenges such as piecemeal regulation, unifying training provision and quality assurance in the TVET system.

Recommendation Inter-ministerial coordination needs so that the objectives of the NTVQF can be implemented across the twenty three ministries that deliver some form of TVET and skills training.

Thanks a lot for patience hearing