Dr. Engr. Md. Sakawat Ali

Sakawat_ali@yahoo.com

Author Biography

Dr. Engr. Md. Sakawat Ali is Principal of Bangladesh-Korea Technical Training Centre (BKTTC), Dhaka, Bangladesh. His main research areas include Issues and Challenges in TVET, Skills and Quality in TVET, Integration of ICT in TVET and Web-based e-learning environment. His investigations also focus on future trends in TVET. Dr. Md. Sakawat Ali is a successful technical teachers’ trainer. He has more than 15 years’ research & teaching experience in the arena of TVET. He has worked as a resource person of International Workshop on “Entrepreneurship Development through TVET for OIC Countries” in 2014. He presented a paper on “Korea & Eight Asian Countries TVET Policy” organized by UNESCO, Seoul, Korea in 2010. He participated as a TVET expert in “Senior Management Program on the Management & Development of a Modern TVET Institution” in Singapore in March 2015. He is a Life Fellow member of Institution of Engineers Bangladesh (IEB), UNESCO-UNEVOC e-Forum. Dr. Engr. Md. Sakawat Ali is also working as Principal of Technical Teachers Training Institute (TTTI), Dhaka. He is a successful presenter in various topics of Technical and Vocational Education & Training (TVET) in home and abroad.

Book

• Emerging possibilities of incorporating MsOOC’s in TVET sector: a case of developing country. In Frank Giuseffi (Eds.), Handbook of Research on Self-Directed Learning Strategies in the Digital Age

  Emerging possibilities of incorporating MsOOC’s in TVET sector

  Dr. Engr. Md. Sakawat Ali

  Principal

  Bangladesh-Korea Technical Training Centre (BKTTC), Dhaka

  E-mail: sakawatali7@gmail.com

  

  Khan, M. S. H., Nambobi, M., & Ali, M. S. (2017) Emerging possibilities of incorporating MsOOC’s in TVET sector: a case of developing country. In Frank Giuseffi (Eds.), Handbook of Research on Self-Directed Learning Strategies in the Digital Age, IGI-global (USA), P. 22 – 47
  https://www.igi-global.com/chapter/moocs-in-tvet-sectors-of-developing-countries/193528

Other Research Article

• 1. Challenges and Priorities of TVET system in Bangladesh

  Challenges and Priorities of TVET system in Bangladesh

  Dr. Engr. Md. Sakawat Ali

  Principal

  Bangladesh-Korea Technical Training Centre (BKTTC), Dhaka

  E-mail: sakawatali7@gmail.com

  

  Abstract

  Bangladesh like many other countries has a mismatch between the programs run by TVET institutions and the skills sets required by industry. TVET programs are mostly supply driven rather than demand driven and lacked sufficient hands-on practice and industry attachment. The social and economic trends predicate the need for reforming the TVET Systems in different Developing Countries with a view to have a new development pattern which holds a culture of economically, environmentally and socially sustainable development. It is fact that TVET is the source of world class work force. This paper critically reviews the major challenges facing in TVET system in Bangladesh and Proposed the way forward. This paper is also aiming to specify the challenges facing the TVET System reform and identify the basic concepts of improving the quality of TVET delivery, improving of training related affairs, delivering a TVET demand approach, assuring TVET institutional development, provision of capacity building instruments and transfer of training technology in Bangladesh.

  Keywords: Challenges, TVET

• 2. Employability Skills in Technical and Vocational Education and Training (TVET)

  Challenges and Priorities of TVET system in Bangladesh

  Dr. Engr. Md. Sakawat Ali

  Principal

  Bangladesh-Korea Technical Training Centre (BKTTC), Dhaka

  E-mail: sakawatali7@gmail.com

  

  Introduction

  Our life today is based on one corner stone, Skills. Skills shape people and their societies. A Skills professional constantly improves our world with the power of Skills. Skills is one’s asset, skilled manpower is asset of a country. Low-Skills low productivity & higher-Skills higher productivity. Better Skills, better jobs. The knowledge and Skills has become the currency of future. Skills is like healthcare. Most of the TVET institutions in Bangladesh are providing technical Skills only. So TVET graduates are becoming jobseekers. In this context TVET institutions should provide Soft Skills, Employability Skills & Entrepreneur Skills along with the technical Skills. Then the TVET graduates can also be service provider. To enhance the image of TVET in home and abroad, there is no alternative to employability Skills. It is said that “Technical Skills, may get you the job, But Soft Skills can make you or break you as an Employer or Entrepreneur”. This paper analyzed the various types of employability skills and the role of employability skills in employment in home and abroad.

  Keywords: Employability Skills, Technical Skills

• 3. Professional Ethics and Morality of TVET Teachers

  Challenges and Priorities of TVET system in Bangladesh

  Dr. Engr. Md. Sakawat Ali

  Principal

  Bangladesh-Korea Technical Training Centre (BKTTC), Dhaka

  E-mail: sakawatali7@gmail.com

  

  Abstract

  Technical and Vocational Education and Training (TVET) is prerequisite for developing countries like Bangladesh. TVET institutions are the source of world class workforce. Development of TVET system depends on TVET people (Workers, Engineers, Technicians, and Trainee-students). TVET teacher acts as a driving engine of TVET system. So professional ethics and morality of TVET teacher plays a vital role for the development of whole TVET system. Education and training having ethics and morality is a light that shows the mankind the right direction to surge. Ethical and moral problems in TVET institutions appear more and more in institutions and in out-of institutions environment and their solution is possible by development of professional ethics and morality of TVET teachers. Institutional environment is not an isolated space that eliminates problems of all society – on the contrary, all society events and social climate are demonstrated by ethical and moral problems. This paper explains/discusses the ethical and moral development of TVET teachers and finally shows the way to achieve the professional ethics and morality development of TVET teachers which can contribute the overall development of TVET in Bangladesh.

• 4. Skills Development Training System and NTVQF: Bangladesh perspective

  Challenges and Priorities of TVET system in Bangladesh

  Dr. Engr. Md. Sakawat Ali

  Principal

  Bangladesh-Korea Technical Training Centre (BKTTC), Dhaka

  E-mail: sakawatali7@gmail.com

  

  Abstract

  Skills development is defined as the full range of formal and non-formal vocational, technical and Skills based education and training for employment and or self-employment. Skills development is the main prerequisite of economic development of a country through which planned human resource development (HRD) is possible. The issues of poverty alleviation, sustained economic growth and social progress are three fundamental challenges of Bangladesh, which postulated that human capability development is an essential precondition for successful achievement of the objectives. As the economy of a country grows, the demand for different types and levels of Skills in different sectors expand. In the context of the globalization process, it is necessary to develop appropriate human resources as are required to meet the changing demands all over the country. Economic growth and human resources development are closely related issues in a developing country. Technological changes in the modern world require strong economic base and development of human resources along with the creation of employment opportunity for the population.

• 5. Use of ICT in Education and Training

  Challenges and Priorities of TVET system in Bangladesh

  Dr. Engr. Md. Sakawat Ali

  Principal

  Bangladesh-Korea Technical Training Centre (BKTTC), Dhaka

  E-mail: sakawatali7@gmail.com

  

  Abstract

  Globalization and technological changes over the past fifteen years have created a new global economy “Powered by technology, fueled by information & communication and driven by knowledge.” The emergence of the new global economy has serious implication for the nature and purpose of educational and training institutions. As the access to information continues to grow exponentially, education and training institutions cannot remain mere venues for the transmission of a prescribed set of information from teacher to student over a fixed period of time. Rather, institutions must promote the acquisition of knowledge and skills that make possible continuous learning over the lifetime. Information and Communication Technology (ICT) is a change agent in education and training and also for the society. Haddad and Draxler (2002) stated, that “lifelong learning and training for the workplace cannot be confined to the traditional classroom. ICT has become common place entities in all aspects of life. The world is moving rapidly into digital media and information, the role of ICT in education and training is becoming more and more important and this importance will continue to grow and develop in the 21st century. In this paper, a literature review is provided regarding the use of ICTs in education and training.