TVET Governance Structure Reframed for Ensuring Students Learning

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The TVET governance encompasses functions, authority and responsibility, and instruments that are translated into action for ensuring the desired learning of the students. Now the TVET governance functions, authorities/responsibilities and instruments are blurred narrowly and operated mostly by the Ministry as the centralized sole agency needs improvement.
Scanning the education governance practices in operation across the countries and available in the publications the three dimensional comprehensive structure consisting of What, Who and How tracked by the USC has been taken up for use as initial guiding approach for assessing the performance of the present governance and for recommending remedial measures for improvement of the TVET governance in Bangladesh.

Assessment of the structure and performance of the present TVET governance have been carried out following the Education Sector Approach . In the context of What dimension 9 qualitative and quantitative indicators including demography and for Who dimension 7 such indicators have been identified and analyzed.
A comparative assessment of the Bangladesh TVET governance performance has been carried out through the identification and analysis of 12 comparative quantitative and qualitative indicators for What and Who dimensions from the selected Asia and Pacific countries. The countries are: Bangladesh, Pakistan, India, Indonesia, Malaysia, Australia and Japan.