Polytechnics in Bangladesh endeavour to produce quality graduates for national and international job markets. The quality of graduates depends on several factors. This study examines the implementation process of the polytechnic curriculum with the objectives of determining the current level of practices in learning/teaching material design, in delivering curriculum content, in assessing students and its effect on students' competence development. Data was collected through observation, opinion survey and competence test. Qualitative and quantitative methodologies were used for data interpretation and analysis in this descriptive type of research study. Findings revealed that the learning materials are mainly theory oriented and mostly cover those contents usually common in exams. About half of teachers are aware of the taxonomy for learning, teaching and assessing, but they rarely put importance on it. In the classroom, teachers spend only a little time for delivering content at the level of apply/analyse. However, a significant number of tasks performed in labs are practical and occupation relevant and can be classified at higher levels of the taxonomy. In student assessment, the test-items assess mainly theoretical knowledge at the level of remember. The effect of these practices is reflected in demonstrating student performance in a competence test. The study concludes with some recommendations.
This country case study examines current practices and issues of skills recognition aiming to improve environmental and occupational health and safety for sustainable development in Bangladesh. More specifically, data was collected to examine environmentally friendly practices in enterprises in three service sectors: automotive, waste management, and catering, with a focus on employer and employee perspectives as an important component of the demand side of environmental sustainability. It also examines how employers and workers “recognise” green skills. Recognition here does not mean only “assessment” through testing or certification in a technical way, but also “social recognition”, implying the benefits that employers and workers see in the promotion of green skills in terms of employability and decent work, lifelong learning, and personal development. Finally, the study seeks to clarify a set of enabling factors contributing to green skills and green practices in enterprises as well as the potential for their inclusion in recognition mechanisms. This study argues that an examination of real workplace roles should be the starting point for linking recognition of green skills to green skill standards. The study concludes that learning outcomes and competences within the qualifications framework do not relate to the realities of green skills and green practices in enterprises.
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