Developing  a Pedagogical Model for Bridging the Skills Gap Between TVET Institutions and Industries In Bangladesh

Shams-Uz-Zaman, Muhammad

IUT Repository Home
→
Technical and Vocational Education (TVE)
→
Thesis
→
Graduate
→
2022
→
View Item

dc.contributor.author	Shams-Uz-Zaman, Muhammad
dc.date.accessioned	2023-03-28T05:45:35Z
dc.date.available	2023-03-28T05:45:35Z
dc.date.issued	2022-05-30
dc.identifier.citation	Okon, E. E. (2019). Vocationalisation of TVET through institution industry collaboration: bridging the skill gap. Nigerian Journal of Business Education (NIGJBED), 6(2), 421-443. Ayonmike, C. S., & Okeke, B. C. (2016). Bridging the skills gap and tackling unemployment of vocational graduates through partnerships in Nigeria. Journal of Technical Education and Training, 8(2). Oviawe, J. I., Uwameiye, R., & Uddin, P. S. (2017). Bridging skill gap to meet technical, vocational education and training school-workplace collaboration in the 21st century. International Journal of vocational education and training research, 3(1), 7-14. Singh, B., & Tolessa, M. B. (2019). TVET-Industry Linkage and Collaboration in Ethiopia: A Necessity for Improving Employability Skill. International Research Journal of Engineering and Technology, 6(11), 3526-3532. Diop, M. (2020). The Effectiveness of TVET (Technical and Vocational Education and Training) in Bridging the Skills Gap in Rwanda. Wilmington University (Delaware). Usoro, A. D., Essien, E. O., & George, W. K. (2018). Bridging TVET Psychomotor Skills Gap in Tertiary Institutions for Self-Reliance and Economic Recovery. 6. Raihan, A. (2014). Collaboration between TVET institutions and industries in Bangladesh to enhance employability skills. International Journal of Engineering and Technical Research (IJETR), 2(10), 50-55. Mitiku, G., Zeleke, B., & Adem, B. Examining the Role of TVET-Industry Partnership on the Acquisitions of Employability Skills of Polytechnic Graduates in Oromia. Widiastuti, I., Saputra, T. W., Noviansyah, W., & Trianingsih, L. (2021, March). TVET Institutions’ Perspective on Implementation of Public-Private Partnerships Model in The 66 Southeast Asia Countries. In Journal of Physics: Conference Series (Vol. 1808, No. 1, p. 012007). IOP Publishing. McGunagle, D., & Zizka, L. (2020). Employability skills for 21st-century STEM students: the employers' perspective. Higher education, skills and work-based learning. Islam, T. (2018). Skills gap assessment between TVET institutes and industries of Bangladesh: Electronics Industries perceptions (Doctoral dissertation, Department of Technical and Vocational Education, Islamic University of Technology, Board Bazar, Gazipur, Bangladesh). Lowyck, J. (2002). Pedagogical design. In Handbook on information technologies for education and training (pp. 199-217). Springer, Berlin, Heidelberg. Scupelli, P., Wasserman, A., Wells-Papanek, D., & Brooks, J. (2018, August). The futures of design pedagogy, learning, and education. In 21st DMI: Academic Design Management Conference, Next Wave (pp. 1-2). Huang, T. C., & Shu, Y. (2010). A study on curriculum development model constructed for computer and information engineering education. In A paper presented at the Joint International IGIP-SEFI Annual Conference, Trnava, Slovakia. Mohanasundaram, K. (2018). Curriculum design and development. Journal of applied and advanced research, 3(1), 4-6. United Nations Educational, Scientific and Cultural Organization. (2012). Youth and skills: Putting education to work. EFA Global Monitoring Report, 2012. McKenney, M. J., & Handley, H. A. (2019, November). Identifying and quantifying personnel skill gaps. In Proceedings of the Human Factors and Ergonomics Society Annual Meeting (Vol. 63, No. 1, pp. 332-336). Sage CA: Los Angeles, CA: SAGE Publications. 67 Paju, B. (2021). An expanded conceptual and pedagogical model of inclusive collaborative teaching activities. Bhuttah, T. M., Xiaoduan, C., Ullah, H., & Javed, S. (2019). Analysis of curriculum development stages from the perspective of Tyler, Taba and Wheeler. European Journal of Social Sciences, 58(1), 14-22. Gulzar, A. A. (2021, May 1). Educare. Retrieved from Educare: https://educarepk.com/tabamodel-of-curriculum-development.html Sanyog Bhattarai, M. S. (2022). Training Manual on DACUM: Developing a curriculum . Metro Manila: Colombo Plan Staff Collage (CPSC).	en_US
dc.identifier.uri	http://hdl.handle.net/123456789/1792
dc.description	Supervised by Prof. Dr. Md. Abu Raihan, Department of Technical and Vocational Education (TVE) Islamic University of Technology (IUT) Board Bazar, Gazipur-1704, Bangladesh. Thesis submitted in partial fulfillment of the requirements for the degree of Master of Science in Technical Education with specialization in Mechanical Engineering	en_US
dc.description.abstract	The employability of TVET (polytechnic) graduates is a big challenge because of the skills (soft skills and hard skills) gap. In order for TVET graduates to be successful in today's digital world, they must receive adequate soft skills and hard skills from TVET institutions. In this regard, industry experts are the primary agents and bridging the industry institutions collaborate through which TVET graduates' skills can be instilled with the willingness to embrace, adapt, and utilize such technologies in the pursuit of their professional goals and the unemployment problem. Industry-institute bridging focused on the ultimate development of TVET graduates in their careers. Whereas TVET institutions facilitated the institution's environment to develop the soft skills and hard skills for TVET students and industry will be achieved skillful TVET graduates so that their products will be increased and they used the institutions for their research center for new product development. TVET institutions must collaborate with the industry towards bridging the skill gap. This paper examines the areas of the skills gap and bridging the skills gap between industries and TVET institutions for enhanced employability. In this regards it is considering 210 nos of industries and institute experts from Bangladeshi TVET polytechnic institutes and industries. The researcher examined the three objectives for developing the skills of TVET graduates, First objective found the areas of soft skills and hard skills gap of TVET graduates, the Second objective was found a model of curriculum development to cope up the skills requirements of industries in Bangladesh and third objective found a teaching-learning strategic framework for minimizing the skills gap with TVET institute and Industries in Bangladesh. Based on the findings of the study, it was recommended that industries, government and institutions should establish a partnership which execute from institutions known as a bridging hub that will help to enhance the skills and chances of employment of TVET graduates in Bangladesh.	en_US
dc.language.iso	en	en_US
dc.publisher	Departmental of Technical and Vocational Education(TVE), Islamic University of Technology(IUT), Board Bazar, Gazipur-1704, Bangladesh	en_US
dc.subject	TVET, Curriculum Development, Employability Skills, Pedagogy, Teaching-learning	en_US
dc.title	Developing a Pedagogical Model for Bridging the Skills Gap Between TVET Institutions and Industries In Bangladesh	en_US
dc.type	Thesis	en_US