2. 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

3. 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

4. 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

5. 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

6. 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

7. 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:

8. 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

9. 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

10. 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 %

11. 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)

12. 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

13. 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

14. 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 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.

15. Thank you