Bangladesh Quality Assurance in TVET
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The document summarizes a seminar on quality assurance in technical and vocational education and training (TVET). It discusses the concept and approaches to quality assurance, practices in Asia, and Bangladesh's national practices. It outlines challenges like outdated teaching methods and preparing students for the 21st century. Strategies proposed include developing institutional and staff plans, industry partnerships, monitoring and evaluation, and continual research. The way forward involves cooperation between policymakers and institutes to improve TVET quality assurance.
Bangladesh Quality Assurance in TVET
- 1. Seminar on Quality Assurance in TVET: Md. Jahangir Alam Asst. Professor (Civil), TTTC, Dhaka Organized by Bangladesh Polytechnic Shikhak Parisad 16 March 2014
- 2. Topics for Today Concept and Approach of QA QA Practices of TVET in Asia National Practice What are the challenges Strategies Way forward 2Md. Jahangir Alam, TTTC, 2014
- 3. “While education is the key to any development process, TVET is the ‘Master Key’ that can transform the world of work and the economy, alleviate poverty, save the environment and improve the quality of life” ~(Luisoni, 2005) 3Md. Jahangir Alam, TTTC, 2014
- 4. • Majority of the teachers ~ with the mind frame of 20th Century. • Parents ~ guiding & counseling from the mind frame of 19th century. • Millennial (our students) are going to face the challenges of 21st century Current Reality 4 (Source: VC-GUB) Md. Jahangir Alam, TTTC, 2014
- 5. Quality Assurance in education is “the process of monitoring and assessment in line with defined requirements. ~(UNESCO TVET Manual,2011) QMS helps an institution gain confidence in its quality and gain an increase in public trust. 5Md. Jahangir Alam, TTTC, 2014
- 6. Process of Institutional Quality Development Total Quality Management (TQM) approach: PDCA Cycle. 6Md. Jahangir Alam, TTTC, 2014
- 7. 7Md. Jahangir Alam, TTTC, 2014
- 8. Policy Framework for the QAS in Philippines It includes four component: Philippine National Qualifications Framework (PNQF) Training Regulations (TRs) The Unified TVET Programs Registration and Accreditation System (UTPRAS) Assessment and Certification System Philippine TVET Trainers Qualifications Framework (PTTQF) 8Md. Jahangir Alam, TTTC, 2014
- 9. India- National Accreditation Board for Education and Training (NABET), Quality Council, India.~ 3 main criteria. The Lao Peoples’ Democratic Republic- Quality Standard with 10 Criteria (32 Indicators) Bhutan- Quality standard with 9 criteria APACC (Asia Pacific Region)- Quality Standard with 7 Criteria 9Md. Jahangir Alam, TTTC, 2014
- 10. Criterion I. Governance and Management Criterion II. Teaching and Learning Criterion III. Faculty and Staff Criterion IV. Research and Development Criterion V. Extension, Consultancy and Linkages Criterion VI. Resources Criterion VII. Support to Students APACC Criteria For Evaluation 10Md. Jahangir Alam, TTTC, 2014
- 11. Bangladesh National Skill Development Policy National Technical & Vocational Qualification Framework (NTVQF) Competency Based Training & Assessment (CBTA) Quality Assurance System (QAS) Strengthened role of Industry Sectors in Skills Development Accurate Labour Market Information 11Md. Jahangir Alam, TTTC, 2014
- 12. Registration of Training Providers, Assessor, Assessment Center Accreditation of Courses, Assessors, Auditing of Quality Management System Periodic Monitoring for compliance with National Quality Standards Quality Assurance System of NTVQF Quality of NTVQF is assured through the following four clusters of activities ----Towards Globally Competent Bangladeshi Workforce--- “DTE/BTEB is responsible for facilitating and regulating the Quality Assurance Systems of NTVQF” 12Md. Jahangir Alam, TTTC, 2014
- 13. Financial Monitoring Indicator Developed by DTE Academic Monitoring Indicator Developed by DTE Monitoring form for STEP activities Monitoring form for MRTC activities 13Md. Jahangir Alam, TTTC, 2014
- 14. Challenges Towards QA Effective Training/Course delivery Build capacity to keep pace with new developments and standards (Instructors) Preparing graduate for the world of work Proper training needs analysis Continual action research for innovation and new ways in T-L Lack of motivation to change long-standing pedagogical practices. 14Md. Jahangir Alam, TTTC, 2014
- 15. Classroom observation/ instructional supervision Quality Assurance System related to Training Delivery Monitoring and Evaluation(internal/external) Employers feedback(OJT/ industrial visit/tracer study) Student feedback/suggestion box QMS Auditing by DTE/BTEB Self-assessment(trainer/principal) Registration of Trainers Challenges 15Md. Jahangir Alam, TTTC, 2014
- 16. Strategies (1).. Prepare Institutional Development Plan Training Needs Assessment Staff Development Plan Tracer Study Individual Institutional Quality Manual Institute-Industry Partnership Development: (i) MoU (ii) MoA 16Md. Jahangir Alam, TTTC, 2014
- 17. Job Placement Cell (Including Tracking Institutional employment rate) Staff Performance appraisal Integrating ICT in Teaching-Learning M & E with appropriate Indicator/Tools and Immediate feedback to Stakeholders Continual Action Research to identify better and innovative ways in T-L Strategies (2).. 17Md. Jahangir Alam, TTTC, 2014
- 18. Strategies (3) Self Assessment (by Institution) Internal Assessment (by DTE and/or BTEB) External Assessment (ISO 9001:2008, APAAC or 3rd Party) 18 One Polytechnic – One Model Technology Md. Jahangir Alam, TTTC, 2014
- 19. 19 The change can not be imposed Md. Jahangir Alam, TTTC, 2014
- 20. Way Forward Policy Maker Institute 20Md. Jahangir Alam, TTTC, 2014
- 21. “Quality is never an accident; it is always the result of intelligent effort.” - John Ruskin 21Md. Jahangir Alam, TTTC, 2014
- 22. Md. Jahangir Alam Assistant Professor (Civil) TTTC, Dhaka mjalam09@gmail.com 22Md. Jahangir Alam, TTTC, 2014