Term Paper

on
“The addition of technical education in the secondary level in
Bangladesh”

Submitted to:
Study Center
Govt. Teachers’ Training College, Sylhet.

Presented By:
Rafikul Islam
ID. No. 18202590127
M.Ed. 2nd Semester (BOU), Session: 2018-2019 (2018 Batch)
Cell: 01733005859
E-mail: [email protected]

Date: 18 December, 2021

Govt. Teachers’ Training College, Sylhet.
 Supervised By

Supervisor

…………………………………..

Mohammad Abul Kashem

Associate Professor, Botany.
Govt. Teachers’ Training College, Sylhet.
 Acknowledgements

First of all, I would like to thank my Almighty Allah who deserves all credits for successful
accomplishment of this research (term paper) workand preparation of this paper. Then I would like
to convey my heartfelt gratitude to my supervisor, Mohammad Abul Kashem, AssociateProfessor,
Botany, Govt. Teachers’ Training College, Sylhet, for his consistent guidance and valuable
criticism in every step of my journey through this research within a very short period of time.

I must remain owe to all respondents, as the students of class IX (Vocational) and class X
(Vocational) of the students of Derai Govt. Girls’High School, Derai, Sunamganj. I am thankful to
the Headmaster, Md. Jafar Iqbal, Assistant Headmaster, Lalbashi Das, Trade Instructor (Dress
Making), Mst. Jesmin Akther. I am also thankful to the students of class IX (Vocational) and class
X (Vocational), and the superintendent Md. Abdul Jalil and the Trade Instructor (Civil
Construction), Md. Anwar Hossen of Hazi Mahmod Miah Islamia Dakhil Madrasah.

Rafikul Islam

ID. No. 18202590127

M.Ed. 2nd Semester (BOU), Session: 2018-2019 (2018 Batch)

Cell: 01733005859

E-mail: [email protected]
Dedication
This term paper is dedicated to my beloved parents.
 Abstract

The purpose of this term paper is to add “Technical education in the secondary level in
Bangladesh”. In anycountry, technical education plays a vital role in human resource development.
It produces a skilled workforce, augments productivity and helps improve the quality of life of the
people. Producing qualified and capable human resources in this age of science and technology is
indispensable. In our country, General Education is divided into three parts. As like as humanities.
Science and commerce. But after taking of finishing student life learners are failed to fulfill their
target. Their working field is very limited. So, the number of unemployed are increasing day by
day. And poverty reduction is a burning question for the government now-a-days so, new
generation are too much fanatic toacquire technical education for survivable in the world. The
popularity is increasing day - by-day for technical education. Govt. has taken steps to make
technical education familiar. Govt. set up many govt. and non govt.institution in secondary and
Higher secondary level. So, it is a common phenomenon in developing countries. To start my
research (Term paper) work, I selected an area in which thereis a secondary school Named “Derai
Govt. Girls’ High School and a Dakhil Madrasah named “Hazi Mahmod Miah Islamia Dakhil
Madrasah”, Derai, Sunamganj. I selected two teachers of technical section from these institutions.
I followed the quantitative method in my research. I used questionnaire for collecting data of this
research. The data of this research are collected from 10 students of classIX (Vocational) and 10
students of Class X (Vocational) from both the institutions. During this research, I have found
some limitations. But finally, I overcame those limitations and succeed to reach the goal.
Key words: Technical Education, Secondary Level, Term paper,
Quantitative, Questionnaire, TVET
 Index

Chapters Contents Page No.

Chapter 1 Introduction of the Term Paper 1-12
1.1 Background of Term paper 1
1.2 Objectives of term paper 2
1.3 Methodology of this term paper 3
1.4 Restrictions of the research (term 4
paper)
Chapter 2 About Technical Education 5-9
2.1 Definition of Vocational and Technical 5
Education
2.2 Vision of Technical Education in 5
Bangladesh
2.3 Mission of Technical Education in 5
Bangladesh
2.4 Strategy of implementing Technical 5
Education in Bangladesh
2.5 The strategic objectives of the 6
Department of Technical Education in
Bangladesh
2.6 Required Strategic Objectives 6
2.7 History of Technical Education in 7
Bangladesh
2.8 Impact of technical education in 8
Bangladesh
2.9 Core problems in TVET 9
Chapter 3 About Technical Education Board 10-11
3.1 Bangladesh Technical Education Board 10
(BTEB)
3.2 History of Bangladesh Technical 10
Education Board (BTEB)
3.3 Purpose of Bangladesh Technical 11
Education Board (BTEB)
3.4 Bangladesh Technical Education Board 11
(BTEB) Activities
Chapter 4 A feature of Technical Educational 12-17
Institutions
4.1 Number of all technical and Vocational 12-13
institutions
4.2 Training Institutions In Bangladesh 14-15
4.3 BTEB Trade / Technology Info 16-17
Chapter 5 My contribution on the term paper 18-31
5.1 Duties of the research 18
5.2 Data collection process in the field 18
5.3 Data analysis, finding and research 19-28
5.4 Achievement and Learning 29
 5.5 Obstacles of the field 30
5.6 Recommendation 31
Chapter 6 Conclusion 32
Chapter 7 33-35
7.1 References 33
7.2 Appendix 34
7.3 Some photographs 35
 1

Chapter 1

Introduction of the Term Paper

1.1 Background of Term paper:

According to the vision 2021 to 2041, over the next two decades, Bangladesh will experience an
accelerated pace of change that will be rapid and transformational. It will have to cope with rapid
transformational shifts in agriculture, trade and industry, in education and healthcare, in
transportation and communication, and in the way we work and conduct business.

Earlier in the vision for 2020 the key aim was to establish much closer linkage between skill
training and job markets. But it was not properly implemented. The Impact of TVET on poverty
alleviation will have been increased though greatly expanded public financing of TVET for
disadvantaged groups, much of it for income generation in the informal sector. Major reforms will
also have been achieved in the delivery of TVET. For the most part, publicity financed TVET will
be delivered though cost sharingarrangements with non-governmental institutions and employers.
Local management will have replaced central management of the remaining publicity delivered
TVET though decentralized authority to managers of public training institutions. Instead of
providing training the central government will concentrate on the functions and activities not only
easily done by non-government providers, namely development of information systems, policies
standards, curricula teaching materials and
Instructor’s training. Non-public resources world be mobilized though partial cost recovery form
beneficiaries and by establishment of financialpartnerships with enterpriser.
 2

1.2 Objectives of term paper:

a. To enlarge and upgrade the base of technical education and training most job oriented through
constant and appropriate linkageswith job market, both within and outside the country to turn
knowledge into action in agriculture and industry and in other fields of production.

b. To find how to use the existing educational facilities at secondary level.

c. To find how to manage the educational institutions through involvement of local bodies.

d. To find how to expand specialized/professional education and training in all relevant fields.

e. To find out technical education in the secondary level inBangladesh.

f. To find out the present condition of the secondary level schoolsof Bangladesh.

g. To find out the present condition of technical education in thesecondary level in the world.
 3

1.3 Methodology of this term paper:

The methodology that are used in the research that:
Quantitative method: To do this research, I followed the quantitative method. Qualitative method
involves collecting and analyzing non-numerical data (e.g., text, video, or audio) to understand
concepts, opinions, or experiences. It can be used to gather in-depth insights into a problem or
generate new ideas for research. I used only text to complete my research.

Data source: There are two kinds of data sources, like-

1. Primary data source

2. Secondary data source

Primary data source:

Derai Govt. Girls’ High School and Hazi Mahmod Miah Islamia Dakhil Madrasah are selected as
research area and teachers and students of technical (vocational) section are the main data source
of this study.

Secondary data source:

Secondary data sources are collected from the websites, books, articles, study publications that are
related to Technical Education in the secondary level in Bangladesh.

Data Unit: The students and the teachers of Class IX and X (Vocational) of Derai Govt. Girls’
High School and Hazi Mahmod Miah Islamia Dakhil Madrasah were the data unit of this research.

Questionnaire: For the term paper, the question pattern was close-ended including 10 questions.
 4

1.4 Restrictions of the research (term paper):

There are some limitations that I faced during the research work. These are given below:

1. The most important obstacle that I faced, the current covid-19 situation. In this situation getting
access to the students and the teachers and collecting data was so tough.

2. I had to struggle a lot to make the questionnaire understand to the students.

 5

Chapter 2

About Technical Education

2.1 Definition of Vocational and Technical Education:
Vocational education or technical and vocational education is a term used
comprehensively to refer to the educational process to which involves, in addition to
general education, the study of technologies and related sciences, skills and knowledge
relating to occupations in various sectors of economic and social life.

2.2 Vision of Technical Education in Bangladesh:

Modernization of technical and vocational education and training, human resource
development, economic prosperity and quality of life in Bangladesh.

2.3 Mission of Technical Education in Bangladesh:

Formulation of necessary policies and programs to ensure quality technical and
vocational education and training, project implementation, standard setting and
monitoring and evaluation in Bangladesh.

2.4 Strategy of implementing Technical Education in

Bangladesh:
To implement technical education in Bangladesh, Bangladesh Govt. has taken a project
named TVET. The TVET Reform Project is an initiative of the Government of
Bangladesh, assisted by the International Labour Organisation and funded by the
European Union. The goal is to ensure Bangladesh’s competitiveness in the global
market and reduce poverty by improving the quality of vocational educational and
training.
 6

2.5 The strategic objectives of the Department of Technical

Education in Bangladesh:
1. Improving accessibility to quality technical and vocational education and training.
2. To establish the principle of equality and equality in all fields of technical and
vocational education and training
3. To create skilled human resources suitable for domestic and international labor
market.
4. Expansion of quality technical and vocational, business education and training
including overall quality improvement at undergraduate level.
5. Strengthen good governance in the education system.
6. Preservation and nurture of history, heritage and national culture rich in the spirit
of the great war of independence of the country.

2.6 Required Strategic Objectives:

1. Strengthen the implementation of the annual performance agreement
2. Improving working methods, working environment and quality of service
3. Development of financial and asset management
4. Strengthen implementation of National Integrity Strategy and Right to Information
 7

2.7 History of Technical Education in Bangladesh:

According to the Vide Resolution No. 188-Ind. Dated 27-01-54 of the then Department of
Commerce and Industry in 1954 for the control, examination and certification of technical
education institutions in the then East Pakistan A board called "East Pakistan Board of
Examination for Technical Education" was set up.
Thereafter, in view of the growing demand, it was felt necessary to set up a statutory institute
for formulation, development, regulation, certification, inspection and evaluation of Diploma
in Engineering and Trade level curriculum.
As a result, Gazette No. 185 L.A. An institution called "East Pakistan Technical Education
Board" was established as per the published and Act No. 1 of Parliament, now called
Bangladesh Technical Education Board.
 8

2.8 Impact of technical education in Bangladesh:

• It is very technical and practical.

• About 60% students get. The job after finishing technical education.
• Technical cadres get change in 21 trades.
• Learning technical education 10% female students get job opportunities.
• After finishing General secondary education dont get the job but after finishing
secondary technical level a student can get any working field.
• To raise productivity of labor though skill development and up grading of technology
technical education helping too much.
• It also help to ensure access of women in vocational training and employment.
• Graduations are feeling interest to send their child for technical educational institute.
• Only 10% students can get change to get admission in polytechnic institutions but
about 40% students can get chance in vocational group.
 9

2.9 Core problems in TVET

1. There is no comprehensive need assessment survey to assess the detailed training requirement;
2. TVET system is not adequately responding to market demand;
3. Small Industrial base and slow growth to accommodate the skilled workforce comfortably;
4. Access to the formal TVET is limited to ‘Grade VIII Barrier’. It debars a vast population to enter
the formal TVET. The NTVQF at Pre-vocational basic level and RPL may be a solution to this
entrance which also need long time for implementation in full swing;
5. Female students have limited access to TVET enrolment and to employment due to social stigma
and lack of gender friendly environment in TVET institutions and employment;
6. TVET providers are far behind the international standards, certification and quality assurance;
7. Low connection to international labour employment market;
8. Weak governance of TVET;
9. Participation of private sector and employers with TVET providers is inadequate. Effective ISC
may be a solution to this issue but the development of ISCs in different sectors will take
considerable time;
10. Poor monitoring and no performance evaluation of TVET;
11. Lack of PPP framework in TVET system. Recently BSEP project has introduced a few PPP
programs on pilot basis which needs to be encouraged;
12. Insufficient creation of job opportunities for the TVET graduates;
13. Inadequate orientation to labour market regarding TVET;
14. TVET institutions, particularly private ones, lack workshop, lab equipment and physical
facilities;
15. Majority of the teachers of private TVET institutions are not properly qualified and trained;
16. Large number of teaching positions vacant in the most of the TVET institutions particularly in
public TVET;
17. Lack of sufficient teacher training facilityto face the challenges of the TVET system and identify
the basic concepts of improving the quality of TVET delivery.
 10

Chapter 3

About Technical Education Board

3.1 Bangladesh Technical Education Board (BTEB):

BTEB, the full form of Bangladesh Technical Education Board, is a state regulatory board and an autonomous
organization formatted about 66 years ago. It is a Government agency type board. Generally, Bangladesh Technical
Education Board monitors and develops technical and vocational education at the secondary level, 2-year higher
secondary level, and 4-year Diploma in Engineering degree throughout the People’s Republic of Bangladesh.

All the curriculum, develops learning materials, grants affiliation to technical and vocational institutions, governs
admissions, conducts the examination, and awards diploma certifications are initially set by Bangladesh Technical
Education Board (BTEB). The main headquarters of this board is situated in Sher-e-Bangla Nagar, Agargaon,
Dhaka, Bangladesh.

3.2 History of Bangladesh Technical Education Board (BTEB):

Basically, for developing technical and vocational education, the Directorate of Technical Education Board was
established in 1960. This directorate started a quick development and expansion of degree, diploma, and trade level
technical education in the country. The first name of the Bangladesh Technical Education Board (BTEB) was The
East Pakistan Technical Education Board, established through Act. No. 1 of 1967 of the then East Pakistan
Assembly.

Normally, the Bangladesh Technical Education Board got to organize, supervise, regulate, control, and develop
technical and vocational education with jurisdiction over Bangladesh’s entire area. From June 1969, this board came
to its present form and became operative with effect.
 11

3.3 Purpose of Bangladesh Technical Education Board (BTEB):

Bangladesh Technical Education Board plays an important role in the education sector of Bangladeshi people. This
organization has so many purposes. The main purpose of this organization is to develop and prescribe courses off all
curriculums. This education board prescribes conditions governing admission of students too. People need various
learning materials, and the Bangladesh Technical Education Board arranges for the development of these learning
materials. Monitoring the teaching-learning activities is also can be an important purpose of this organization. Finally,
BTEB provides diplomas and certificates to the successful candidates.

3.4 Bangladesh Technical Education Board (BTEB) Activities:

Bangladesh Technical Education Board maintains the whole education system among the Bangladeshi people. This
organization prescribes instruction courses, the conditions governing students’ admission and transfer, the manner
and mode, or inspection. It controls the teaching-learning processes/activities, registration of students. BTEB creates
and distributes Academic transcript, certificates after the publication of results and grants Diploma/Certificate to the
passed out graduates.

Some other acts/activities and things as it may be considered necessary for organizational regulation, supervision,
control, management and development of Technical Education are also performed and also fixed demand and
receive such fees as may be prescribed according to the regulation by this Technical Education Board and conduct
and regulate the examination, evaluate the performance and publish results thereof.
 12

Chapter 4:

A feature of Technical Educational Institutions

4.1 Number of all technical and Vocational institutions:

In the post-period of Independence of Bangladesh Government has taken many initiatives to develop technical
education. Bangladesh government set up a large number 1562 (Public-157, Private-1405) Technical Institutions.
13
 14

4.2 Training Institutions In Bangladesh

There are several good quality public training institutions, including some TTCs under the ministry of Labor, and
Rurual Youth. Several TTCs and VTIs have become more flexible and VTIs have become more flexible in their
non-governmental institutions. The technical educational institutions . The technical education Board is a small
relatively effective organization for curricula, teaching materials and trades tests. VTI/TTC and UCEP, TVET
BTEB/DTE Institutions CIDA/UNDP/IDA are also giving training to be skilled in technical teaching and ITC.
Libraries are increasing day by day. Twenty political libtitutions are in under constructions among 5 are for women.
UCEP is also take a vital role increasing technical education.
15
 16

4.3 BTEB Trade / Technology Info

Duration of Name of the Entry

Trade/ Technology
course Courses Qualification
Architecture and Interior Design, Construction, Garments Design and Pattern
Making, Environmental, Instrumentation and Process Control, Mechatronics, Mining
and Mine Survey, Telecommunication, Architecture, Civil (Wood), Computer,
Diploma in SSC or Electrical, Electronics, Food, Mechanical, Power, Refrigeration and Air-conditioning,
Engineering Equivalent Ceramic, Glass, Surveying, Marine, Shipbuilding, Aircraft Maintenance (Aerospace),
Aircraft Maintenance (Avionics), Automobile, Chemical, Civil, Data
Telecommunication and Networking, Computer Science and, Electro-Medical,
Printing, Graphic Design

Diploma in SSC or
Agriculture
Agriculture Equivalent

4 Years Diploma in SSC or

Yarn Manufacturing , Fabric Manufacturing , Wet Processing , Garments & Clothing
Textile Equivalent

Diploma in SSC or
Fisheries
Fisheries Equivalent

Diploma in Jute SSC or

Jute
Technology Equivalent

Diploma in
Health SSC or Medical , Dental, Laboratory, Physiotherapy , Radiology and Imaging , Pharma ,
Technology & Equivalent Patient care , Integrated Medical
4 Years Services
Diploma in SSC or
Forestry
Forestry Equivalent
Class VIII or Agro Based Food,General Electronics,Automotive,Building Maintenance,Wood
SSC Vocational
Equivalent Working,Ceramic,Civil Construction,Computer & Information Technology,Civil
Drafting with CAD,Mechanical Drafting with CAD,Dress Making,Dying, Printing and
2 Years Finishing,Electrical Maintenance Works,Farm Machinery,Fish Culture and
Dakhil Class VIII or
Breeding,Food Processing and Preservation,General Mechanics,Livestock Rearing
Vocational Equivalent
and Farming,Machine Tools Operation,Poultry Rearing and Farming,Patient Care
Technique,General Electrical Works,Plumbing and Pipe Fitting,Refrigeration and Air-
 17

conditioning,Glass,Fruit and Vegetable Cultivation,Weaving,Welding and

Fabrication,Architectural Drafting with AutoCAD,Knitting,Shrimp Culture and
Breeding
SSC Vocational Class VIII or
Dress Making,Dying Printing and Finishing,Weaving,Knitting
(Textile) Equivalent
Agro-Machinery,Automobile,Building Maintenance and Construction,Clothing and
Garments Finishing,
Computer Operation and Maintenance,Drafting Civil,Electrical Works and
SSC or Maintenance,Electronic Control and Communication,
HSC Vocational
Equivalent Fish Culture and Breeding,Machine Tools Operation and Maintenance,Poultry
Rearing and Farming,Refrigeration and Air-conditioning,
Welding and Fabrication,Industrial Wood Working,Wet Processing,Yarn and Fabric
Manufacturing
SSC or Accounting,Banking,Computer Operation,Entrepreneurship Development,Secretarial
HSC BM
Equivalent Science
Diploma in SSC or
Secretarial Science,Accounting
Commerce Equivalent
Diploma in
Medical MBBS Medical Ultrasound
Ultrasound
Certificate in
SSC or Electrical, Automotive, Refrigeration,
Vocational
1 Year Equivalent Radio-TV, Carpentry, Machinist , Welding, Farm Machinery
Education
Certificate in
Health SSC or Medical , Dental, Laboratory, Physiotherapy , Radiology and Imaging , Pharma ,
Tecnology & Equivalent Patient care , Paramedical
Services
Auto Mechanics,ARC Welding,ARC & Gas Welding,Building and Architectural
Drafting,Computer Operator,Electrical House Wiring,
Furniture and Cabinet Making,General Mechanics,Machinist,Maintenance of
Electrical Equipment,Plumbing and Pipe Fitting,Radio and Television Servicing,
Refrigeration and Air Conditioning,Turner,Dress Making and Tailoring,Motor Cycle
and Mishuk Mechanics,Food Processing and Preservation,
General Electrician,AutoCAD,Mobile Phone Servicing,Food & Beverage
Production,Food & Beverage Service,House Keeping,Civil Construction,
Aminship,Acting & Presentation,Masonry And Rod Binding,Drafting Civil,Rod
Binding And Masonry,Apparel Merchandising,Work Study Production Planning &
Class VIII or Control for Apparel Manufacturing,
Basic Trade
Equivalent Bash Bate And Pati Shilpo,Pastry And Bakery Production,Travel Tour
3 or 6 Months Operation,Welding,Driving Cum Auto Mechanics,Interior Decoration (Gipsum
Decoration),
Welding And Fabrication,Hair Dressing,Cerificate in Pattern Making,Secretarial
Science,Building and Architectural Drafting with Auto Cad,
Computer Office Application,Hardware And Networking,Computer
Programming,Database Programming,Graphics Design and Multimedia
Programming,
Ship Fabrication,Welding 4g,Welding 6G,Industrial Swing Machine And
Maintenance,Tig And Mig,Tiles & Setting,Air Hostess & Cabin Crew,
Aviation Management,Travel Tourism & Ticketing,Diesel Mechanics
Certificate in
Medical MBBS Medical Ultrasound
Ultrasound
 18

Chapter 5

My contribution on the term paper

5.1 Duties of the research:

My duties of the research can be divided into three parts, for example:
1. Data collection process in the field.
2. Data typing by the MS excel for analysis
3. Data analysis

5.2 Data collection process in the field:

In the primary section of the research, researchers must collect data to success his/her research. I have collected data
only two out of three combined vocational institutions of Derai Upozila, Sunamganj. For example:
Derai Govt. Girls’ High School:
It is situated beside the River Kalni, Derai Pourashava, Derai, Sunamganj. It was established in 1958 and
nationalized on 15th November, 2018. There are 22 teachers presently teaching in this school. The total
students of this school 1650. Among them 160 students are admitted in Vocational section. I have collected
data from 10 students of Class IX (Vocational) and 10 students of Class X (Vocational). It is consumed 7
days to collect data. During the data collection period I have been helped by the Trade Instructor (Dress
Making), Mst. Jesmin Akther.
Hazi Mahmod Miah Islamia Dakhil Madrasah:
It is also situated beside the River Kalni, Derai Pourashava, Derai, Sunamganj. It was established in 1945.
There are 10 teachers teaching presently in this institution. The total students of Dakhil Madrasah are 700.
Among them 110 students are admitted in Vocational section. I have collected data from 10 students of
Class IX (Vocational) and 10 students of Class X (Vocational). It is consumed 8 days to collect data. During
the data collection period I have been helped by the Trade Instructor (Civil Construction), Md.
Anwar Hossen.

Data typing by MS Excel:

After collection data researcher have to type to analysis. In this research project we have used Microsoft
Excel for typing data. I have typed two combined secondary vocational institutions’ data.
 19

5.3 Data analysis, finding and research:

After completing data collection and typing in MS Excel, I have analyzed the data. At present, graphical
representation in the research is widely used. It gives a complete picture of the main theme of the research.
The project has three combined secondary vocational institutions but I participated only two institutions of
Derai Upozila.

Attitudes of the students towards technical education:

Figure : 1.1

Interpretation: The graph that we get from the data analysis shows the students’ thoughts about technical education.
Here we get the thoughts of the students of two educational institutions. First of all we see that 85 % students of
Derai Govt. Girls’ High School think technical education as job related. At the same time, in case of the students of
Hazi Mahmod Miah Islamia Dakhil Mdrasah the percentage is 80. Next, we find that only 5% students of Derai
Govt. Girls’ High School think it as not job related. In the same way, in case of the students of Hazi Mahmod Miah
Islamia Dakhil Mdrasah the percentage is 10. Finally, it is seen that only 5 % students from both of the educational
institutions think technical education as only theoretical and boring respectably.
 20

Table : 2.1 (For the students of Derai Govt. Girls’ High School)
Have you benefitted from being admitted in the technical section?
Frequency Percent Valid Percent Cumulative Percent
Yes 19 31.7 95.0 95.0
Valid No 1 1.7 5.0 100.0
Total 20 33.3 100.0
Missing System 40 66.7
Total 60 100.0

Table : 2.1(For the students of Hazi Mahmod Miah Islamia Dakhil Mdrasah)
Have you benefitted from being admitted in the technical section?
Frequency Percent Valid Percent Cumulative Percent
Yes 18 30.0 90.0 90.0
Valid No 2 3.33 10.0 100.0
Total 20 33.3 100.0
Missing System 40 66.7
Total 60 100.0

Interpretation: The table chart that we get from the data analysis shows the thoughts of the students about their
benefit from being admitted in the technical section. From the analysis we see that 95% students of Derai Govt Girls’
High school agree with the question whereas 5% students disagree with it. On the other hand, 90 % students of Hazi
Mahmod Miah Islamia Dhakil Madrasah agree with this question whereas 10 % disagree with it.
 21

Table : 3.1 (For the students of Derai Govt. Girls’ High School)
Does your educational institution have adequate technical education equipment?
Frequency Percent Valid Percent Cumulative Percent
Yes 18 30.0 90.0 90.0
Valid No 2 3.33 10.0 100.0
Total 20 33.3 100.0
Missing System 40 66.7
Total 60 100.0

Table : 3.2 (For the students of Hazi Mahmod Miah Islamia Dakhil Mdrasah)
Does your educational institution have adequate technical education equipment?
Frequency Percent Valid Percent Cumulative Percent
Yes 10 16.7 50.0 50.0
Valid No 10 16.7 50.0 100.0
Total 20 33.3 100.0
Missing System 40 66.7
Total 60 100.0

Interpretation: The table chart that we get from the data analysis shows the thoughts of the students about adequacy
of technical education equipment in the educational institutions. From the analysis we see that 90% students of Derai
Govt Girls’ High school agree with the question whereas 10% students disagree with it. On the other hand, 50 %
students of Hazi Mahmod Miah Islamia Dhakil Madrasah agree with this question whereas 50 % disagree with it.
 22

Table : 4.1 (For the students of Derai Govt. Girls’ High School)
Can technical education transform population into human resources?
Frequency Percent Valid Percent Cumulative Percent
Yes 19 31.7 95.0 95.0
Valid No 1 1.7 5.0 100.0
Total 20 33.3 100.0
Missing System 40 66.7
Total 60 100.0

Table : 4.2 (For the students of Hazi Mahmod Miah Islamia Dakhil Mdrasah)
Can technical education transform population into human resources?
Frequency Percent Valid Percent Cumulative Percent
Yes 18 30.0 90.0 90.0
Valid No 2 3.33 10.0 100.0
Total 20 33.3 100.0
Missing System 40 66.7
Total 60 100.0

Interpretation: The table chart that we get from the data analysis shows the thoughts of the students about the ability
of technical education to transform population into human resources. From the analysis we see that 95% students of
Derai Govt Girls’ High school agree with the question whereas 5% students disagree with it. On the other hand, 90
% students of Hazi Mahmod Miah Islamia Dhakil Madrasah agree with this question whereas 10 % disagree with
it.
 23

Table : 5.1 (For the students of Derai Govt. Girls’ High School)
Will the integration of technical education from Class VI to Class X be fruitful?
Frequency Percent Valid Percent Cumulative Percent
Yes 19 31.7 95.0 95.0
Valid No 1 1.7 5.0 100.0
Total 20 33.3 100.0
Missing System 40 66.7
Total 60 100.0

Table : 5.2 (For the students of Hazi Mahmod Miah Islamia Dakhil Mdrasah)
Will the integration of technical education from Class VI to Class X be fruitful?
Frequency Percent Valid Percent Cumulative Percent
Yes 18 30.0 90.0 90.0
Valid No 2 3.33 10.0 100.0
Total 20 33.3 100.0
Missing System 40 66.7
Total 60 100.0

Interpretation: The table chart that we get from the data analysis shows the thoughts of the students about efficacy
of the integration of technical education from Class VI to Class X. From the analysis we see that 95% students of
Derai Govt Girls’ High school agree with the question whereas 5% students disagree with it. On the other hand, 90
% students of Hazi Mahmod Miah Islamia Dhakil Madrasah agree with this question whereas 10 % disagree with
it.
 24

Table : 6.1 (For the students of Derai Govt. Girls’ High School)
Do you think there should be a technical university in Bangladesh?
Frequency Percent Valid Percent Cumulative Percent
Yes 15 25.0 75.0 75.0
Valid No 5 8.3 25.0 100.0
Total 20 33.3 100.0
Missing System 40 66.7
Total 60 100.0

Table : 6.2 (For the students of Hazi Mahmod Miah Islamia Dakhil Mdrasah)
Do you think there should be a technical university in Bangladesh?
Frequency Percent Valid Percent Cumulative Percent
Yes 12 20.0 60.0 60.0
Valid No 8 13.3 40.0 100.0
Total 20 33.3 100.0
Missing System 40 66.7
Total 60 100.0

Interpretation: The table chart that we get from the data analysis shows the thoughts of the students about
establishment of new technical university in Bangladesh. From the analysis we see that 75% students of Derai Govt
Girls’ High school agree with the question whereas 25% students disagree with it. On the other hand, 60 % students
of Hazi Mahmod Miah Islamia Dhakil Madrasah agree with this question whereas 40 % disagree with it.
 Figure : 7.1 25

FOR THE STUDENTS OF DERAI GOVT. GIRLS’ HIGH SCHOOL

WHAT TYPE OF CLASS DO YOU THINK IS BETTER?

Practical Theoretical Real Aids

10%

30%
60%

Figure : 7.2

FOR THE STUDENTS OF HAZI MAHMOD MIAH ISLAMIA

DAKHIL MDRASAH

WHAT TYPE OF CLASS DO YOU THINK IS BETTER?

Practical Theoretical Real Aids

10%

50%
40%

Interpretation: The pie chart that we get from the data analysis shows the likings of the students about different
types of class. From the analysis we see that 60% students of Derai Govt Girls’ High school thinks practical class is
better whereas 30% and 10% students think theoretical and real aids are better respectably. On the other hand, 50%
students of Hazi Mahmod Miah Islamia Dhakil Madrasah thinks practical class is better whereas other 40% and
10% students think theoretical and real aids are better respectably.
 26

Table : 8.1 (For the students of Derai Govt. Girls’ High School)
Does your school or educational institution apply practical education properly?
Frequency Percent Valid Percent Cumulative Percent
Yes 9 15.0 45.0 45.0
Valid No 11 18.3 55.0 100.0
Total 20 33.3 100.0
Missing System 40 66.7
Total 60 100.0

Table : 8.2 (For the students of Hazi Mahmod Miah Islamia Dakhil Mdrasah)
Does your school or educational institution apply practical education properly?
Frequency Percent Valid Percent Cumulative Percent
Yes 7 11.7 35.0 35.0
Valid No 13 21.7 65.0 100.0
Total 20 33.3 100.0
Missing System 40 66.7
Total 60 100.0

Interpretation: The table chart that we get from the data analysis shows the thoughts about the proper apply of the
practical education in the educational institutions. From the analysis we see that 45% students of Derai Govt
Girls’ High school agree with the question whereas 55% students disagree with it. On the other hand, 35 % students
of Hazi Mahmod Miah Islamia Dhakil Madrasah agree with this question whereas 65 % disagree with it.
 27

Table : 9.1 (For the students of Derai Govt. Girls’ High School)
Is technical education helpful in increasing creativity?
Frequency Percent Valid Percent Cumulative Percent
Yes 13 21.7 65.0 65.0
Valid No 7 11.7 35.0 100.0
Total 20 33.3 100.0
Missing System 40 66.7
Total 60 100.0

Table : 9.2 (For the students of Hazi Mahmod Miah Islamia Dakhil Mdrasah)
Is technical education helpful in increasing creativity?
Frequency Percent Valid Percent Cumulative Percent
Yes 16 26.7 80.0 80.0
Valid No 4 6.7 20.0 100.0
Total 20 33.3 100.0
Missing System 40 66.7
Total 60 100.0

Interpretation: The table chart that we get from the data analysis shows the thoughts of the students about
helpfulness of technical education in increasing creativity. From the analysis we see that 65% students of Derai Govt
Girls’ High school agree with the question whereas 35% students disagree with it. On the other hand, 80 % students
of Hazi Mahmod Miah Islamia Dhakil Madrasah agree with this question whereas 20 % disagree with it.
 28

Table : 10.1 (For the students of Derai Govt. Girls’ High School)
Can technically educated people play an important role in reducing unemployment?
Frequency Percent Valid Percent Cumulative Percent
Yes 17 28.3 85.0 85.0
Valid No 3 5.0 15.0 100.0
Total 20 33.3 100.0
Missing System 40 66.7
Total 60 100.0

Table : 10.2 (For the students of Hazi Mahmod Miah Islamia Dakhil Mdrasah)
Can technically educated people play an important role in reducing unemployment?
Frequency Percent Valid Percent Cumulative Percent
Yes 18 30.0 90.0 90.0
Valid No 2 3.33 10.0 100.0
Total 20 33.3 100.0
Missing System 40 66.7
Total 60 100.0

Interpretation: The table chart that we get from the data analysis shows the thoughts of the students about role of a
technically educated person in reducing unemployment. From the analysis we see that 85% students of Derai Govt
Girls’ High school agree with the question whereas 15% students disagree with it. On the other hand, 90 % students
of Hazi Mahmod Miah Islamia Dhakil Madrasah agree with this question whereas 10 % disagree with it.
 29

5.4 Achievement and Learning:

We think research is a phase where lessons can be gained directly and those gained knowledge lasts
longer than the conceptual one. Through this phase we came to know about a lot of opinions. Also
it is a phase where intercommunication skill is developed at grate extent. Some of the lessons
achieved through the research journey is listed below:

• How to adapt in variety of situations was the most important lesson I got from this journey.

• During this period, I had to communicate with a lot of student over technical education. So,
inter-communication skill got much developed.

• Skills of field work also get improved a lot through this project. We had to take interviews
of many students, had to convince them to co-operate with me. Through this, creative
thinking, instant decision taking, in case of any mistake, quality of finding a way for sharp
recovery got more developed than before.

• I had to perform my duty accordingly in due time. My times were divided and if everything
was alright, I had to perform my allotted work timely. That's why, I got the lesson to be
punctual in my daily life.

• Accountability is much required in every sector. I worked under the supervision of a skilled
mentor. That's why I had to explain every deed I did during this period.

• I faced a lot of hindrance during this journey. But at the same time, I had to overcome those
and carry our duty on. Through this, I got to know about co-ordination, co-operation and
most importantly got the lesson of the importance of patience in every sector.
 30

5.5 Obstacles of the field:

There are some obstacles that I faced during the research work. These are given below:

1. The most important obstacle that I faced, the current covid-19 situation. In this situation getting
access to the students and the teachers and collecting data was so tough.

2. I had to struggle a lot to make the questionnaire understand to the students.

 31

5.6 Recommendation:
“The addition of technical education in the secondary level in Bangladesh” is a nice title and a
burning question of the day. If any country wants to develop, they must have to take necessary
steps like European, Australian and Asian developed countries. For this matter, govt. should take
necessary steps. If we feel it and the job market as a hole our national economy will be increased.
The capacity of the board should be expanded to include a broader range of quality control
activates in school accreditation examinations, certification, research and curriculum development,
but should not expand beyond its well defined scope of services.
 32

Chapter 6

Conclusion

Form the analyzing of the term paper my recommendation is that “The addition of technical
education in the secondary level in Bangladesh” is very much necessary. I think the experience
that I gathered from this research (Term paper) will benefit me in my later research works.
Technical education is very much needed in all the classes of secondary level in our country.
Through this we can get the opportunity to work in our professional and communicational skills
which can be very helpful for us in our future job sector. It will help us to build our career in
development sector. For the betterment of technical educational system, yearly plan, settling of
more institutions, increasing of training institutions, technical supports, enhancing of financial
equipment etc. all these are needed.
 33

Chapter 7

7.1 References

1. https://www.ilo.org/dhaka/Whatwedo/Projects/WCMS_106485/lang--en/index.htm
2. https://businesseducationfcezaria.com/wp-content/uploads/2021/03/BED-110-
INTRODUCTION-TO-VTE-1.pdf
3. http://techedu.gov.bd/site/page/d1a911a6-2363-4a26-aaf8-
2ac74d5ec41b/%E0%A6%B2%E0%A6%95%E0%A7%8D%E0%A6%B7%E0%A7%8
D%E0%A6%AF-%E0%A6%93-
%E0%A6%89%E0%A6%A6%E0%A7%8D%E0%A6%A6%E0%A7%87%E0%A6%B
6%E0%A7%8D%E0%A6%AF
4. http://bteb.portal.gov.bd/site/page/e92398ac-76ee-427c-85d4-a3c6d500d725
5. https://bdcontact.com/bangladesh-technical-education-board/
6. http://bteb.belancer.com/english/trade-technology
 34

7.2 Appendix
Questionnaire for the addition of technical education in the secondary level in Bangladesh.
Demographic Data:
ID/Roll No. :
Name of the institution :
Class :
Survey Date :
Give a tick mark the option you choose.
1. Have you benefited from being admitted in the technical section?
a) job related b) not job related c) only theoretical d) boring
2. Does your educational institution have adequate technical education equipment?
Yes No

3. What do you think about technical education?

Yes No

4. Can technical education transform population into human resources?

Yes No

5. Will the integration of technical education from Class VI to Class X be fruitful?

Yes No

6. Do you think there should be a technical university in Bangladesh?

Yes No

7. What type of class do you think is better?

a) practical b) theoretical c) real aids
8. Does your school or educational institution apply practical education properly?
Yes No

9. Is technical education helpful in increasing creativity?

Yes No

10. Can technically educated people play an important role in reducing unemployment?

Yes No
 35

7.3 Some photographs

Bangladesh Technical Education Board, Dhaka

Derai Govt. Girls’ High School, Derai, Sunamganj

36