Basic Trades Technical and Vocational Education in

from national education budget drained towards General education. Expense for military education is also provided from national education budget. In this situation Vocational and Technical Education is suffering from financial scarcity which is more expensive than general education. The existing inadequate vocational education facilities provide very limited opportunities, as in [8]. As a result numbers of infrastructure, buildings, workshop et cetera are not up to the mark. And many institutions do not have modern tools and equipment. Lack of good Teacher, Instructor and Master Craftsman is another main problem. Nearly 45 per cent of the posts of teachers of government polytechnic institutes are vacant, as in [7]. Most of the outside of city institutions suffers from problem regarding lack of necessary Co- ordination, proper monitoring, and close relation with the job market. Technical and Vocational Education and Training system in Bangladesh slows to change, always staying behind as technology changes at a good pace in work place. Another problem is this form of education suffers from low social status and lack of proper image in society. There is a concept in the society that, this type of education is only for financially or intellectually handicapped students. In the classroom students observe rather than participate in activities related to training. Which is definitely a problem regarding methodology.

5. Ways to jump over the hurdles

Collaboration should be established between Technical and Vocational Education and Training centers and industry and the job market for continuous updating curriculum, equipment and facilities. Use of new information and communication technologies is the only way to improve the efficiencies and the outreaches of the TVET system. Continual updating of the content of the TVET curriculum is must for incorporating and integrating technologies of the future. BTEB should promote contextual learning, entrepreneurship and life-long learning in TVET Courses. More emphasis should be given on preparing multi- skilled workforce and providing the job experience required for up gradation of human resources. Competency-based training should be introduced with current need based training and retrain ability should be promoted simultaneously. The curriculum of the vocational training program should be revised with the balance of both technical and non-technical competences. All the empty teaching post should be filled up immediately with skilled teachers, instructor and master craftsman and to ensure quality of them salary should be raised. Vocational and technical education system should be more decentralized in order to maintain good monitoring and coordination. Teachers should be trained properly and continuously and those trainings must include methodology of teaching. Changing society’s view is not possible over the night. In General education system up to class X there is a compulsory social science subject. Now- a-days non-formal adult education is a hot topic in Bangladesh. Idea about vocational and technical education can be put in those places to slowly solve the social problem regarding vocational and technical education. Media can be another good solution to this social problem, when they can raise social awareness quickly.

6. Conclusion:

In a changing world where definition of Human Resource is frequently changing, this literature shows some achievement and weaknesses of Vocational and Technical Education in Bangladesh while proposes a number of well-thought new efforts towards this Education to develop professional labor force efficiently. The writer concluded that more in depth research studies should be conducted in the broad aspects for the further improvement of Vocational and Technical Education in Bangladesh for a sustainable future. R EFERENCES [1] Bangladesh Ministry of Education. 1997. Bangladesh National Education Policy Planning Committee Report, 1997. Dhaka, Bangladesh. [2] Bangladesh Technical Education Board. 2004. The Guardian, Dhaka, Bangladesh. [3] BTEB, Bangladesh Technical Education Board. 2006. Dhaka, Bangladesh. [4] BANBEIS, Bangladesh Bureau of Educational Information and Statistics, Ministry of Education 1988. Technical education in Bangladesh BANBEIS Publication No. 70. Dhaka, Bangladesh. [5] Colin, J. M. 2004. Key Concepts for Understanding Curriculum 3rd ed.. London: RoutedgeFalmer. [6] Carnoy, M 1995. Structural Adjustment and the Changing Face of Education, International Labour Review, Vol 134, No 6 [7] Khan, S 2010. Improving the quality of technical education in Bangladesh, http:www.thefinancialexpress- bd.commore.php?news_id=103856date=2010-06-23 [8] MOPME, Ministry of Primary and Mass Education, Government of the People’s Republic of Bangladesh. Education for All: National Plan of Action II 2003 – 2015 Fourth Draft. Dhaka, Bangladesh [9] Patwary, A. A. 2006. Comparison Between the M.Ed. Curricula of Public and Private Universities of Bangladesh. M.Ed. Thesis, Institute of Education and Research, University of Dhaka, Dhaka, Bangladesh. Unpublished. [10] United Nations Development Program UNDP, 1999. Human Development Report. New York, USA. [11] United Nations Educational, Scientific and Cultural Organization UNESCO. 2001. Statistical yearbook. Paris, France. 110