Technical education: A dead end or adapting to change?

Atchoarena, David; Caillods, Françoise

doi:10.1007/bf02736826

Cited by 3 publications

(2 citation statements)

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“…Jeong (1999) claims that before joining the labor force, workers need to be trained to be more productive and to perform their task properly. Atcharena and Caillods (1999) say that workers need the training before joining the labor force and also need in service training to maintain up-todate skills. But Bangladesh has taken the decision to build more traditional educational institutions rather than TVET institution, which has resulted in producing graduates rather than skilled person power.…”

Section: The Positive Ways Of Application Technical Vocational Education and Training (Tvet)'mentioning

confidence: 99%

Significance Role of Tvet for Developing Country: Study on Bangladesh Perspective

Ullah¹,

Parveen

2018

Int. J. Res. Granthaalayah

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This paper emphasis on the role of Technical Vocational Education and Training (TVET) in development of our traditional education system into technical vocational education and training aspects in Bangladesh. The analysis in this paper reveals the limitations and opportunities of TVET in Bangladesh and provides recommendations for further enhancement of this concept application. The research has also addressed the need for an organized review of TVET in Bangladesh and its implications.

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Section: The Positive Ways Of Application Technical Vocational Education and Training (Tvet)'mentioning

confidence: 99%

Significance Role of Tvet for Developing Country: Study on Bangladesh Perspective

Ullah¹,

Parveen

2018

Int. J. Res. Granthaalayah

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“…But after their combination, many newly constructed undergraduate institutions have difficulties with how to orient their development direction. Because they have to compete with elder undergraduate universities by undertake dislocation competition [2]. So many newly constructed undergraduate institutions choose technical education at the undergraduate level as their development direction.…”

Section: B the Historical Experience Of Technical Universitiesmentioning

confidence: 99%

Vision and Reality: The Development Routing of Technical Undergraduate Universities

Liu¹

2013

IJEEEE

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Abstract-China's technical undergraduate universities are confronted with quite a lot of realistic problems and obstacles, such as policies and system, social recognition, connotation construction and theoretical research and so on. At the mean while, we are still confident that technical undergraduate universities have a hopeful future. They should persist in their development dream. But at present, our focal point of the works is to link the realistic difficulties with the dream. Under the guide of dream, we work hard. Through considering realistic difficulties, we work down-to-earthly.

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Socio-Moralist Vocationalism and Public Aspirations: Secondary Education Policies in Colonial and Present-Day Ghana

Yamada¹

2005

Africa Today

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Technical education: A dead end or adapting to change?

Cited by 3 publications

References 0 publications

Significance Role of Tvet for Developing Country: Study on Bangladesh Perspective

Significance Role of Tvet for Developing Country: Study on Bangladesh Perspective

Vision and Reality: The Development Routing of Technical Undergraduate Universities

Socio-Moralist Vocationalism and Public Aspirations: Secondary Education Policies in Colonial and Present-Day Ghana

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