The Relations of TVET Curricula to Skills Required for Refrigeration and Air-Conditioning Servicing Technicians in Bangladesh

Abstract

Qualified servicing and manufacturing technicians for Refrigeration and Air-Conditioning (RAC) equipment are in high demand due to socio-economic development, global temperature rise as well as the increasing integration of new technologies, such as artificial intelligence (AI) and green awareness. This study investigates the skills gap between occupational competences (qualification) required for today's RAC servicing technicians and the existing TVET curricula in Bangladesh. Besides, it also examines how environment-friendly (Green) and safety practices are in RAC servicing sector. In this study mixed method, both qualitative and quantitative, research approach was used and field level primary data was collected through a survey questionnaire, observation and key informants' interviews (KIIs), and the supply-side data was gathered by desk study. The desk study includes the following documents: curriculum materials/ documents such as industry competency standards, syllabi, green policies and guidelines related to environment and SDG(s), et. cetera. A total of 52 RAC servicing technicians from 52 servicing centers in the formal and informal sectors were visited to collect field-level data. It is found that there are discrepancies between the knowledge and skills (taught) in the curriculum and the essential skills required in the field. Basic Trade course curriculum significantly matches the occupational competences of a RAC servicing technician. National Skills Certificates at BNQF Level-1 to 4 curricula focus more on practical skills along with the development of self/ human competences and social competences. Besides, a Diploma in Engineering (BNQF Level -6) specializing in RAC curriculum focuses sufficiently on theoretical knowledge (high cognitive abilities) in all occupational dimensions but lacks practical skills. In the case of RAC servicing sectors, environment friendly (Green) and safety practices are relatively well maintained in the formal RAC servicing centers compared to the informal RAC servicing centres. This study findings will contribute to reducing the skills gap. For example, policymakers and educators could take corrective action, like updating the RAC curricula with workplace-relevant content so that TVET curricula adequately prepare graduates for Bangladesh's RAC servicing sector