Bangladesh’s Vocational Education and Training (VET) system, primarily governed by BTEB, DTE, and the Ministry of Education, is vital for workforce development. The National Skills Development Authority (NSDA) streamlines VET policies across 23 ministries and 37 departments, promoting competency-based training (NTVQF), public-private partnerships, and quality assurance. Funding is largely public, leading to challenges in modernizing facilities and expanding into technology sectors, unlike OECD and Malaysian models that leverage employer investment and diversified funding. Curriculum, guided by NTVQF, adopts competency-based methods but lags in employer engagement and updates compared to OECD and other Asian nations. Work-based learning is underdeveloped, with limited apprenticeships contrasting sharply with robust dual systems in countries like Switzerland and Malaysia. Provider quality varies widely, lacking consistent quality assurance seen in OECD countries. Entry requirements are typically Grade 8 or SSC, with efforts to expand non-formal training for marginalized groups. Teacher training exists (VTTI, TTTC), but the system faces a shortage of teachers with both pedagogical and industry experience, unlike OECD standards. In summary, Bangladesh’s VET system has made progress but faces fragmented governance, funding dependency, weak industry ties, insufficient work-based learning, inconsistent quality, and teacher shortages. The NSDA is crucial for addressing these gaps through enhanced collaboration and unified frameworks. Adopting best practices from OECD and Asian countries like shared governance, diversified funding, updated competency-based curricula, dual training, and comprehensive teacher development is essential for transforming Bangladesh’s VET into a dynamic, inclusive, and responsive system for sustainable growth.
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