BANGLADESH stands at a decisive crossroads in its journey towards becoming an upper-middle-income country by 2031. With young people making up more than half of its population, the nation鈥檚 progress depends on how effectively it can transform this demographic dividend into a skilled, productive and resilient workforce. The Technical and Vocational Education and Training system, commonly known as TVET, holds the key to achieving that transformation.
While Bangladesh has made commendable progress in expanding access to technical education, persistent challenges relating to quality, relevance, governance and inclusion continue to limit the sector鈥檚 potential. Strengthening this is therefore not simply an educational concern, but an economic necessity.
A robust system can serve as a bridge between education and employment, especially in a country where nearly two million young people enter the labour market each year. Yet, many of them remain unemployed or underemployed due to a lack of job-ready skills. This mismatch between supply and demand has created a paradox: industries complain of a shortage of skilled labour, while young people struggle to find decent work.
It can break this impasse by equipping learners with practical and transferable skills demanded by the economy, whether in manufacturing, construction, information and communication technology, or emerging green industries. It can also prepare workers for overseas employment, a major source of foreign exchange for Bangladesh, while promoting social inclusion by creating opportunities for women, persons with disabilities and young people from disadvantaged backgrounds.
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State of system
BANGLADESH鈥橲 TVET landscape has evolved considerably over the past two decades. The Directorate of Technical Education, the Bangladesh Technical Education Board and the Bureau of Manpower, Employment and Training serve as the key government agencies overseeing the sector. Alongside them, non-governmental organisations, private training providers and development partners have played important roles in extending outreach and introducing innovation.
Institutions such as UCEP Bangladesh, BRAC鈥檚 skills development programme, and the Dhaka Ahsania Mission have demonstrated how integrated approaches combining basic education, technical training and job placement can transform lives. The introduction of Competency-Based Training and Assessment has aligned parts of the system with international standards.
However, significant challenges remain. Coordination between ministries is weak, curricula are often outdated, and infrastructure in many training centres is inadequate. Only about a quarter of TVET learners are female and social attitudes still regard vocational education as a lesser option compared to academic pathways. The quality of trainers and the degree of industry engagement are inconsistent, undermining both employability and credibility.
One of the major obstacles to reform lies in fragmented governance. Skills development initiatives are scattered across multiple ministries, leading to duplication and inefficiency. Strengthening the National Skills Development Authority as a central coordinating body is therefore essential. It should be empowered to harmonise qualifications frameworks, maintain consistent standards and ensure accountability across all providers.
Decentralisation could make the system more responsive to local needs. Regional skills development committees 鈥� comprising employers, local governments and training institutions 鈥� could help identify emerging trades and tailor training accordingly. For instance, coastal regions could focus on aquaculture or marine mechanics, while urban areas might emphasise information technology, logistics and service sectors.
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Bridging education, employment
ULTIMATELY, the success of this training system depends on its ability to connect training with employment. Partnerships with industry are essential to keep curricula aligned with the realities of the job market. The existing Industry Skills Councils need to be revitalised to act as the conduit between training providers and employers, helping identify occupational standards and forecast future demand.
Countries such as Singapore and Australia provide valuable lessons. Singapore鈥檚 Institute of Technical Education operates through close collaboration with industries, ensuring each course meets specific workplace requirements. Australia鈥檚 Technical and Further Education system integrates apprenticeships and on-the-job training to make graduates work-ready from the outset. Bangladesh could adapt similar models by introducing structured apprenticeships and mandatory internships in key sectors.
Incentives such as tax relief, public recognition, or access to training funds could encourage private sector participation. Employers, in turn, should be motivated to invest in staff training and co-finance infrastructure through public鈥損rivate partnerships.
Quality assurance must underpin all reform efforts. Many institutions still lack modern equipment and practical training spaces, limiting students鈥� exposure to real-world conditions. A National Accreditation and Quality Assurance Framework should be fully implemented to certify institutions and trainers according to clear standards of quality, safety and employment outcomes.
The professional development of trainers deserves particular attention. Many instructors have limited contact with industry practices or modern teaching methods. Structured certification, refresher courses, and exchange programmes should be made routine. Trainers could also undertake short industry placements to update their knowledge.
An inclusive training system must reach all sections of society. Access to training remains unequal, shaped by gender, disability, and socioeconomic status. To address this, training centres should be designed to be gender-sensitive and disability-inclusive, with stipends, transport allowances and accommodation for women and trainees from remote areas.
Underprivileged Children鈥檚 Educational Programs Bangladesh has shown that inclusion and quality can coexist. By offering foundational education followed by skills training and job placement, it has enabled thousands of young people from low-income families to secure decent work. Scaling such models nationally, through government and industry collaboration, could make this system more equitable and impactful.
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Digital transformation, flexible learning
THE Covid-19 pandemic exposed the limitations of traditional classroom-based training. The system must now adopt flexible, blended learning that combines digital tools with hands-on experience. Online platforms can deliver theoretical lessons, while mobile training units can reach rural communities.
Short modular courses and Recognition of Prior Learning should be expanded to formally acknowledge skills gained informally. A construction worker in Chattogram or a tailor in Narayanganj, for instance, could gain certification through competency assessments and targeted upskilling.
Investment in digital infrastructure and a national Labour Market Information System would allow better alignment between training and employment demand. The use of digital credentials and career guidance portals, as seen in Singapore and Australia, could guide Bangladesh鈥檚 transition to a modernised TVET ecosystem.
Bangladesh鈥檚 work force of the future must be both environmentally aware and globally competitive. As the world moves towards greener economies, training in renewable energy, sustainable agriculture, waste management, and eco-friendly construction can help create jobs while building climate resilience.
As one of the world鈥檚 largest labour-exporting nations, Bangladesh must also ensure that its qualifications are internationally recognised. Establishing mutual recognition of standards with destination countries, particularly in the Gulf, East Asia, and the Pacific, would enable workers to secure higher-value employment.
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Financing for future
FINANCING remains a persistent constraint. Government spending on this types of training remains modest compared to general education. Establishing a national Skills Development Fund, supported by levies on employers, as seen in Malaysia, could provide sustainable financing for training and apprenticeships. Performance-based funding, tied to job placement and retention outcomes, could also strengthen accountability.
The long-term goal should be to create a coherent national skills ecosystem that connects general education, technical training and higher education within a unified framework. This would allow learners to move fluidly between different pathways and align skills development with industrial policy and entrepreneurship.
A whole-of-government approach, built on collaboration between public institutions, industry and communities, is vital. Equally important is the participation of young people themselves in shaping programmes that reflect both their aspirations and the realities of the labour market.
Bangladesh鈥檚 TVET system holds immense potential to transform its development trajectory. But realising that potential will require vision, policy coherence and a shared commitment among government, industry and civil society. The examples from Singapore and Australia show that when skills training is inclusive, industry-driven and future-oriented, it can power national prosperity.
For Bangladesh, investing in skills development is not just about building technical competence. It is about building dignity, opportunity and resilience. A strengthened and inclusive system can equip the next generation to thrive, not only at home, but also in an increasingly interconnected and climate-challenged world.
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Musharraf Tansen, a former country representative of the Malala Fund, is a development analyst.