TVET Teachers in Bangladesh; Issues, Challenges and Priorities

Abstract

This paper acknowledged the roles of TVET teachers as agent of change considering rapid change in job market requirements, ICT revolution and sustainable development as the principal drivers of change in the national and global context. For an effective TVET system, role of teachers is very crucial, because this is the only living input that is responsible to manipulate other inputs. This paper identifies actual situation of TVET teachers in terms of their delivery process, working environment, training and development process, etc. Furthermore, performance of teachers training institutes and other interventions for staff development in terms of their functional capacity, proficiency, adequacy and relevancy of training is also presented. Identification of emerging issues, challenges and priorities in the global and national contexts is also covered; those have a tremendous impact on TVET system. The author conducted research on ongoing TVET teachers’ training programmes and included his practical observation for assessing the performance of teachers training and development in Bangladesh. One of the major findings is that the TVET in Bangladesh is running with a huge crisis in quantitative aspect and a very poor and traditional approach is still prevailing in training learning practices. At the end, this paper focused on the growing concern of shortage of well qualified teachers and recommends giving priority in improving teachers’ quality and quantity to transform TVET system as the master key of national sustainable development process.