A REPORT

ON
ENROLLMENT ANALYSIS IN TVET UNDER BANGLADESH
TECHNICAL EDUCATION BOARD

ENTROLLMENT
ANALYSIS

Bangladesh Technical Education Board

1
Published in : August 2016
2
 Message

Nurul Islam Nahid, M. P.

Honorable Minister
Ministry of Education
Government of the People’s Republic of Bangladesh

Technical and Vocational Education and Training (TVET) is indispensable for the development of human
capital in Bangladesh. Bangladesh is the 8th most populous country in the world which presents an immense
opportunity in terms of labor force. Skill training is essential for ensuring the country’s competitiveness in the
global market and ensuring decent work for all. Skills, knowledge and innovation are driving forces of global
economic growth and social development. Government aims to ensure Bangladesh’s competitiveness in the
global market and reduce poverty by improving the quality of vocational education and training in Bangladesh.
Skills development is the potential for economic transformation in Bangladesh. Presently Bangladesh has the
best opportunity of demographic dividend.

In National Education Policy 2010, highest importance is given to turn students into competent manpower
through technical and vocational education. There is a high demand for skill manpower abroad and in domestic
labour market. This will gradually increase in the coming years. Skilled manpower will be able to earn more
foreign currency from overseas and contribute country’s technical development leading to socio-economic
development of the country.

In National Skills Development Policy, 2011 Bangladesh Technical Education Board is mandated to provide
relevant, accessible, high quality and efficient technical education and skills development and maintain uniform
standard throughout the country.

It is found that labor force increases 2.0 million annually in Bangladesh. Millions of youth are dropped out from
schooling. Therefore proper policy interventions needed to accommodate these youth force. For this purpose it
is necessary to collect data on this group of youth for mapping enrollment in different curriculum in TVET. The
assessment of the demand for skilled workforce in the economy requires enrollment information. A painstaking
effort to be adopted by the Government with the authorities concerned , various working groups, employers,
industry and expert from the institutions in framing strategies for planning, implementation, employment
generation and skill training. In order to match between the population and economic need of the country, the
demand for the TVET programs has been recognized by the government. In National Strategy for Accelerated
Poverty Reduction II (NSAPR II) paper, the enrollment target for TVET has been set to 20 percent by 2020. So
it is essential to determine the future enrollment target of the TVET sector in order to achieve the goal.

I hope that findings from this analysis will contribute on TVET for better informed delivery planning, resource
allocation, decisions making and to assess progress of the TVET sector to a large extent.

Best Wishes.
Joy Bangla; Joy Bangabandu.

(Nurul Islam Nahid, M. P.)

3
 Message

Secretary
Ministry of Education
Government of the People’s Republic of Bangladesh

Bangladesh is in need for highly skilled human resources to address the present demand-supply gap in
various industries particularly those driving economic transformation. Skills and quality are crucial
for poverty reduction, economic upliftment and sustainable development of a country. Growth of
industry in Bangladesh is advancing in a fast pace. Overseas market for skilled labor is also expanding
rapidly. Huge number of skilled manpower will be required to support the rapid industrial growth
and overseas labor market. School dropouts are found suffering without proper channel to acquire
a qualification or gain relevant experience which can enable them to enter job market with relevant
skill required by the industry. Opportunity for Bangladesh arising from demographic dividend to be
harnessed by providing skill to a large number of new entrants into job market every year and up-skill
the expanding labor force that is still undereducated and inadequately trained. Training and skills
must have a higher tendency to obtain foreign employment and to meet domestic labor market needs.
Vocational and technical education is the best path to excellence career. As a consequence, policy
attention to Technical and Vocational Education and Training (TVET) for Bangladesh is vital to
provide innovative education and training to meet the needs of individuals, communities, industries
and the country.
Lack of information about demand leading to training and availability of job is a constraint to formulate
an effective TVET system in Bangladesh. A reliable database for enrollment, skills requirements and
labor information must be established for implementation of a national quality skills development
system.
I hope this report will help in effective financing, encouraging learners for TVET education and
identify skills training programs for mutual recognition of global competitiveness.

(Md. Sohorab Hossain)

4
 Foreword

Government of Bangladesh aims to produce Bangladeshi workforce globally competitive and matching
industry specific through a standardized technical education system. It requires to formulate and implement
policies, plans and strategies in collaborations with all stakeholders in Technical and Vocational Education
and Training (TVET) including the employees in order to maintain an efficient skills development system that
meets the challenging needs of the industry. Global labor market is highly competitive and flexible. We have to
build-up the capacity to adopt with the changed technology and labor market demand.

The Technical and Vocational Education and Training (TVET) has always been an important component of
country’s economic and technological development leading to enhancing the living standard of the people of
the country.

The economy of the country is still dependent on agriculture to a large extent. Industry and remittance
right now share remarkably in country’s economic development. There has been much demand for highly
skilled craftsmen, technicians and engineers because of the expansion of industry and overseas labor market.
Bangladesh has the privileges to have demographic dividend. So we have to gear-up the Technical and
Vocational Education and Training (TVET) systems, its structure and programs to meet the future socio-
economic demands of the country and to upgrade the vocational and technical education and training
programs and activities quantitatively and qualitatively. It is highly required to know the present enrollment
status and industry demand scenario for mapping the programs in TVET sector.

I hope this report will immensely help us in policy formulation for the development of TVET system in
Bangladesh.

Ashoke Kumar Biswas

Additional Secretary (Technical)
Ministry of Education
&
Director General (Additional charge)
Directorate of Technical Education
Government of the People’s Republic of Bangladesh

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Preface
Skills, knowledge and innovation are important driving forces of economic growth and social devel-
opment in any country. Countries with higher levels of education and skills adjust more effectively
to challenges and opportunity in the global economy. In Bangladesh, 23 ministries and agencies im-
part formal and non-formal trainings in the context of industry and community development. Many
private training organizations, NGOs and donor agencies also deliver skill trainings both formal and
non-formal. Skill trainings also occur on and off the job in enterprises and as pre-departure trainings
for expatriated workers. The skills development system in Bangladesh can be classified five main seg-
ments namely public, private with government subsidies, private with commercial mode, NGOs and
industry based in the workplace.

In the current system there is a lack of coordination among the training providers. Significant im-
provements can be made by implementing more effective and nationally consistent policies, system
management and quality control.

Developing countries are facing unequal and aggressive competition in the world of business, trans-
port, marketing of products, export of skilled manpower and communication in the international
market. For a near midlevel economic country like Bangladesh, opportunities of economic devel-
opment will be created in this state of unequal competition and the value of physical labour will be
enhanced. So the highest importance will be given to turn our students into competent manpower
through vocational and technical education and training.

It needs competent manpower to meet up internal needs and there is a high demand of skilled man-
power in abroad which will increase gradually over the coming years. Export of skilled manpower
can increase our foreign currencies earnings. Development programs will be undertaken to build
up competent manpower in view of national and international demands. The mission of Bangladesh
government is to develop skill in Bangladesh to support rapid and inclusive economic growth. Higher
quality skill outcomes to maintain individual’s employability, increase productivity and support high-
er standard of livings.

The government has already made commitment in NSAPR II to the effect that TVET students shall
comprise 20% of all secondary students by 2020. It is required to formulate and implement policies,
plans and strategies in collaboration with all stakeholders in education and trainings particularly
the employees in order to maintain an efficient technical education and training system which meets
challenges, needs of the industry.

6
The main objectives of TVET in Bangladesh is to standardize vocational skills locally and internation-
ally matching skills with market demand, creates internationally competitive workforce. For effective
planning, coordination and monitoring of skill development activities by different ministries, donor
agencies, public and private providers, it is essential to know the total enrollment in TVET sub-sectors
to achieve the enrollment target 20 percent by 2020.

Quality data is crucial for the effective management and planning of skills development. Government,
employers, workers and often stakeholders cannot make decision about what skills are required, what
programs should be delivered and where without the demand of skills. Data also needs for the supply
of skills, the demand for skills and matching of supply and demand.

In this context, we hope that our enrollment analysis that is reflected in this book will help TVET
planners for making strategies and policies.My heartiest gratitude to Honorable Minister, Ministry of
Education, Mr. Nurul Islam Nahid, MP for his initiative and encouragement in preparing this study
report. My special thanks to Mr Sohorab Hossain, Secretary, Ministry of Education for his kind coop-
eration.

I am very much thankful to Mr. A S Mahmud, Additional Secretary (Development), Ministry of Edu-
cation, Mr. A B M Khorshed Alam, CEO, NSDC Secretariat and Mr. Ashoke Kumar Biswas, Addition-
al Secretary (Technical), Ministry of Education & Director General (Additional charge), Directorate of
Technical Education for their constant support and cooperation for publishing this report.

I am also grateful to Mr. Md. Fashiullah, Director, Bangladesh Bureau of Educational Information and
Statistics (BANBEIS) for his sincere effort and contribution for doing this study and estimating the
enrollment.

My thanks to the officers of the Ministry of Education, Directorate of Technical Education, Bangladesh
Bureau of Educational Information and Statistics (BANBEIS), NSDC Secretariat, BMET, Bangladesh
Technical Education Board and related organizations for extending their sincere cooperation in this
regards.

Dr. Md. Mostafizur Rahman

Chairman
Bangladesh Technical Education Board

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 The Editorial Committee
Chief Advisors
Mr. Ashoke Kumar Biswas Additional Secretary (Technical)
Ministry of Education
&
Director General (Additional charge)
Directorate of Technical Education

Dr. Md. Mostafizur Rahman Chairman

Bangladesh Technical Education Board

Editor
Md. Aktaruzzaman Director (Curriculum)
Bangladesh Technical Education Board

Data Analysis & Compilation

Dr. Raju Muhammad Deputy Director (Research)
Shahidul Islam Bangladesh Technical Education Board

Cooperation
Md. Nayeb Ali Mandal Secretary, BTEB
Dr. Shah Jahan Director (Industry & Training Coordination), BTEB
Mahendra Kumar Sikder Inspector, BTEB
Engr. Md. Shamsul Alam Project Director, BTEB
Engr. Sushil Kumar Paul Controller of Examination, BTEB
M. M. Ali Suza Principal. Graphic Arts Institue
A. K. M. Shamsuzzaman System Analyst, BTEB
S. M. Shahjahan Deputy Director (Course Accreditation), BTEB
Md. Mostafizur Rahman Khan Curriculum Specialist (Diploma), BTEB
Dr. Engr. Zakaria Abbasi Curriculum Specialist (Vocational), BTEB
Md. Abdul Hamid Deputy Controller & Curriculum Specialist, (BM), BTEB
Md. Mostofa Kamal Curriculum Specialist (Agriculture), BTEB
Dr. Mohammad Abu Saime Deputy Director (Publication) & Curriculum Specialist (Medical), BTEB
Md. Abdulla Al Mabud Assistant Director (Publication) & Curriculum Specialist (Basic Trade), BTEB
Md. Nowsad Ali Documentation Officer, BTEB
Md. Arifur Rahman Junior Instructor, Graphic Arts Institute

8
 Content
List of tables and Figures 8
Acronyms 9
Definitions 10
Exec utive Summary 11
Definition
1. About BTEB
1.1 Background 16
1.2 Controlling Authority 16
1.3 Constitution of the Board 16
1.3.1 Chairman 16
1.3.2 Ex-officio Members 16
1.3.3 Nominated Members 16
1.4 Powers of the Board 16
1.5 Academic Programs or Courses Offered by BTEB 17
1.6 Administrative and Academic Structure of BTEB 27
1.6.1 Administration 27
1.6.2 Curriculum 27
1.6.3 Examination 27
1.6.3.1 Computer Cell 28
1.6.3.2 Printing Press 28
1.6.4 Inspection 28
1.6.5 Industry and Training Coordination 29

2. TVET Scenario in Bangladesh

30
2.1 Formal Training under BTEB
31
2.2 Informal and Non Formal Training
32

3. Enrollment in TVET under BTEB Certification 33

3.1 TVET Policies 33
3.2 Objectives of the Enrollment Analysis 33
3.3 Methodology for Enrollment Analysis 34
3.3.1 Types of Data used for Enrollment Analysis 34
3.3.2 Formula used for Enrollment Calculation 35
3.3.3 Enrollment Projection Calculation 35
3.3.4 Limitations 35
3.4 Enrollment Analysis 36
3.4.1 Enrollment of Secondary Education Level-2014 36
3.4.2 Enrollment of Higher Secondary Education and Diploma
(All) 1st & 3rd Semester Level-2014 36
3.4.3 Total Enrollment Analysis-2014 37
3.4.4 Enrollment Projection 38
3.4.4.1 Enrollment Increment Trends in BTEB (2009-2015) 38
3.4.4.2 Enrollment Increment Trends in Eight General Boards (2008-2014) 38
3.4.4.3 Enrollment Increment Trends in Madrasah Board (2008-2014) 39
3.4.4.4 Enrollment Increment Trends in General and Madrasah Board (2008-2014) 40
3.4.4.5 Projected Enrollment of BTEB up to 2020 41

4. Findings 42
5. References 42
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 List of Tables and Figures
List of Tables

Table-1 Curriculum wise institute seat capacity 18

Curriculum wise name of Technology, Specialization and Trades (up to

Table-2 19
December 2015)

Table-3 National Technical and Vocational Qualification Framework in Bangladesh 29

Table-4 Category of the Courses Enrollment data taken for Calculation 34

Table-5 Enrollment in Secondary Education Level-2014 36

Enrollment in Higher Secondary Education and Diploma (All) 1st & 3rd
Table-6 36
Semester Level-2014
Enrollment in Secondary and Higher Secondary and Diploma (All) 1st & 3rd
Table-7 37
Semester Education Level-2014

Table-8 Average Incremental Rate of Enrollment under BTEB 38

Table-9 Average Incremental Rate of Enrollment under Eight General Boards 38

Table-10 Average Incremental Rate of Enrollment under Madrasah Board 39

Table-11 Average Incremental Rate of Enrollment under General and Madrasah Boards 40

Table-12 Projected Enrollment under BTEB with Projected Enrollment of 10 Boards 41

List of Figures

Figure-1 Projected Enrollment under BTEB with Projected Enrollment of 10 Boards 41

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 Acronyms
BANBEIS Bangladesh Bureau of Educational Information and Statistics
BM Business Management
BMET Bureau of Manpower Employment and Training
BNFE Bureau of Non Formal Education
BTEB Bangladesh Technical Education Board
BUET Bangladesh University of Engineering and Technology
CBT&A Competency Based Training and Assessment
CS Competency Standard
DG Director General
DTE Directorate of Technical Education
DUET Dhaka University of Engineering and Technology
EIF Examination Information Form
GER Gross Enrollment Ratio
HSC Higher Secondary Certificate
ICR Intelligent Character Recognition
MIS Management Information System
MPO Monthly Payment Order
NEP National Education Policy 2010
NER Net Enrollment Rate
NFE Non Formal Education
NGO Non Government Organization
NPVC National Pre-Vocation Certificate
NSAPR II National Strategy for Accelerated Poverty Reduction II
NSC National Skill Certificate
NSDC National Skills Development Council
NSDP National Skills Development Policy 2011
NSS National Skills Standard
NTVQF National Technical and Vocational Qualification Framework
OMR Optical Mark Reader
PC Practical Continuous
PF Practical Final
RPL Recognition of Prior Learning
SSC Secondary School Certificate
TC Theoretical Continuous
TSC Technical School and College
TVET Technical and Vocational Education and Training
UNESCO United Nations Educational, Scientific and Cultural Organization

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 Definitions
Enrollment Number of students officially enrolled in a given grade regardless
of age.

Gross Enrollment Ratio Refers to the total enrollment of students in a grade or level
of education, regardless of age expressed as percentage of the
corresponding eligible official age group population in a given
school year.

Net Enrollment Rate Refers to the number of students enrolled in the official specific
age group expressed as a percentage of the total population in
that age group.

% of BTEB Enrollment Refers to the percentage of BTEB enrollment of SSC (Vocational),

Dakhil (Vocational), HSC (Vocational), HSC (Business
Management), Basic Trade Course (360 hours), and 1st & 3rd
Semesters of Diploma (All) with the total enrollment of 10
Boards of the age group of SSC, HSC level of education.

Enrollment Incremental Rate (%) Refers to the percentage of BTEB enrollment increased in a given
year with respect to the BTEB enrollment in corresponding
previous year.

Formal Training Organized, guided by a formal curriculum, leads to a formally

recognized credential such as a high school completion diploma
or a degree, and is often guided and recognized by government at
some level. Teachers are usually trained as professionals in some
way.

Informal Training No formal curriculum and no credits earned. The teacher

is simply someone with more experience such as a parent,
grandparent, friend or a boss. A father teaching his child to play
catch or a babysitter teaching a child their ABC’s is an example
of informal education.

Non-Formal Training Non-formal training is a purposeful and systematically organized

form of learning that generally occurs outside the formal
educational institutions. It is designed to meet the learning
needs of educationally disadvantaged persons of different ages
and backgrounds, flexible in terms of organization, time and
place and may cover basic and continuing educational programs
to impart basic literacy, including life skills, work skills, general
culture, and facilitates lifelong learning and enhancement of
earning capabilities for poverty reduction.

12
 Executive Summary
Skills, knowledge and innovation are important driving forces of economic growth and social development in
any country, and those countries with higher levels of education and skills, adjust more effectively to challenges
and opportunities in the global economy. Skilled workforce is an essential concomitant of national development.
Methods and strategies of development have changed worldwide on the wake of new innovations and inventions
of science. Each and every day, developing countries are facing unequal and aggressive competition in the
world of business, transport, marketing of products, export of skilled manpower and communication in the
international market. For a near mid level Economic country like Bangladesh, opportunities of economic
development will be created in this state of unequal competition and the value of physical labor will be enhanced.
So highest importance will be given to turn our students into competent manpower through vocational and
technical education with emphasis on science, technology and specially on information technology. It needs
competent manpower to meet up internal needs. Moreover, there is a high demand of skilled manpower abroad
and this will gradually increase over the coming years. Skilled manpower can increase our foreign currency
earning. Skills development brings returns to individual, enterprises and society a s a whole. Therefore all
stakeholders, including government, public and private enterprises, and individuals as direct beneficiaries.

The vision for skills development shared by government, industry, workers and civil society is that: “Skills
development in Bangladesh will be recognized and supported by government and industry as a coordinated
and well planned strategy for national and enterprise development. The reformed skills development system
will empower all individuals to access decent employment and ensure Bangladesh’s competitiveness in the
global market through improved skills, knowledge and qualifications that are recognized for quality across the
globe.”

The aims and objectives of vocational and technical education are:

• to increase competent manpower in diverse sectors including Information and Communication
Technology at a fast pace keeping in mind the national and international demands;

• to build up skilled manpower at a fast pace to create opportunities of economic development and to
increase dignity of labour;

• to create wide-ranging employment opportunities through export of skilled manpower and to

enhance foreign currency earnings.

The Constitution of the Government of the People’s Republic of Bangladesh states that: “The state is responsible
for development of human resources of the country irrespective of gender, and to assist in employment as per
the capabilities of every citizen.”

In the National Strategy for Accelerated Poverty Reduction II, emphasis is given to the enhancement of workers’
skills for “Improvement of the percentage of vocational and technical graduates obtaining employment both in
the domestic and international markets. This percentage is targeted 20% by 2020.”

Policies and strategies are to be undertaken to build up competent manpower in view of national and international
demands. In this situation information regarding enrollment in TVET is crucial. Steps taken for enrollment
analysis has attempted to map the sources of TVET related data and assess their availability, reliability. Results
of the analysis will contribute to the development of a database on TVET for better planning and resource
allocation decisions, introducing programs, assess progress in the TVET sector and future programming for
TVET. This is the first time development works in the enrollment assessment to design and implement a system
of TVET related data in Bangladesh.

Methodology of the analysis:

Students enrolled in class IX, X, XI and XII has been covered in this analysis. Enrollment analysis has been made
based on the students of class IX, X, XI and XII schooling groups. Students of class IX, X, XI and XII schooling
groups covered from 8(eight) General Education Boards. Students of class IX (Dakhil), X (Dakhil), XI (Alim)

13
and XII (Alim) schooling groups covered from Madrasah Education Board. Students of class IX (Vocational),
X (Vocational), IX (Dakhil-Vocational), X (Dakhil-Vocational), XI (Vocational), XII (Vocational), XI (HSC-
Business Management), XII (HSC-Business Management) schooling groups, 1st semester Diploma students
(similar schooling group of 11 class) and 3rd semester Diploma students (similar schooling group of 12 class)
covered from Bangladesh Technical Education Board. Students enrolled for National Skill Standard Basic (360
hours) course considered for class IX schooling group.

Sum of students from all 10(ten) boards define as the total enrollment of that specific schooling group.
Percentage of BTEB enrollment has been calculated based on BTEB enrollment with total enrollment of that
schooling group of students. Enrollment here calculated on the basis of enrollment of students in 2014.

Source of Data:
1. Table 2.3.19 Enrollment by Grade and Management, 2008, National Education Survey (Post-
Primary)-2008 Statistical Report, BANBEIS, page-63;
2. Table 3.3.3 Enrollment by Sex, Grade and Management, 2008, National Education Survey (Post-
Primary)-2008 Statistical Report, BANBEIS, page-103;
3. Table 4.3.6 Grade wise Enrollment by Management, Type and Sex, 2008, National Education Survey
(Post-Primary)-2008 Statistical Report, BANBEIS, page-147;
4. Table 4.3.7 Grade wise Enrollment (Grade 11-12), 2008, National Education Survey (Post-
Primary)-2008 Statistical Report, BANBEIS, page-147;
5. Table 2.3.1 Number of Enrollment by Level and Management, 2009, Bangladesh Educational
Statistics-2009, BANBEIS, page-33;
6. Table 2.3.4 Number of Enrollment, Promotion, Fail, Repeater, Dropout etc. in 2009, Bangladesh
Educational Statistics-2009, BANBEIS, page-36;
7. Table 3.3.3 Enrollment by Sex, Grade and Management, 2009, Bangladesh Educational Statistics-2009,
BANBEIS, page-78;
8. Table 4.3.6 Grade wise Enrollment by Management, Type and Sex, 2009, Bangladesh Educational
Statistics-2009, BANBEIS, page-111;
9. Table 4.3.7 Grade wise Enrollment (Grade 11-12), 2009, Bangladesh Educational Statistics-2009,
BANBEIS, page-112;
10. Table: Number of Student by Grade, Gender and Management, 2010, Pocket Book on Education
Statistics-2010, BANBEIS, page-21;
11. Table: Enrollment by Sex, Grade and Management, 2010, Pocket Book on Education Statistics-2010,
BANBEIS, page-54;
12. Table: Grade wise Enrollment by Management, Type and Sex, 2010, Pocket Book on Education
Statistics-2010, BANBEIS, page-66;
13. Table: Grade wise Enrollment (Grade 11-12), 2010, Pocket Book on Education Statistics-2010,
BANBEIS, page-66;
14. Table 2.3.2 Number of Students by Grade and Management in the Secondary School, 2011, Pocket
Book on Education Statistics-2011, BANBEIS, page-39&40;
15. Table 3.3.7 Enrollment by Gender, Grade and Management, 2011, Pocket Book on Education
Statistics-2011, BANBEIS, page-71;
16. Table 4.3.5 Grade wise Enrollment by Management, Type and Gender, 2011, Pocket Book on
Education Statistics-2011, BANBEIS, page-90;

14
 17. Table 4.3.6 Grade wise Enrollment (Grade 11-12), 2011, Pocket Book on Education Statistics-2011,
BANBEIS, page-90;
18. Table 3.3.2 Number of Student by Grade and Management in the Secondary School, 2012, Bangladesh
Education Statistics-2012, BANBEIS, page-94&95;
19. Table 4.3.5 Enrollment by Gender, Grade and Management, 2012, Bangladesh Education
Statistics-2012, BANBEIS, page-174;
20. Table 5.3.5 Grade wise Enrollment by Management, Type and Gender, 2012, Bangladesh Education
Statistics-2012, BANBEIS, page-211;
21. Table 5.3.6 Grade wise Enrollment (Grade 11-12), 2012, Bangladesh Education Statistics-2012,
BANBEIS, page-211;
22. Table 3.3.2 Number of Student by Grade and Management of Education in the Secondary School,
2013, Bangladesh Education Statistics-2013, BANBEIS, page-101&102;
23. Table 4.3.5 Enrollment by Gender, Grade and Management, 2013, Bangladesh Education
Statistics-2013, BANBEIS, page-191;
24. Table 5.3.5 Grade wise Enrollment by Management, Type and Gender, 2013, Bangladesh Education
Statistics-2013, BANBEIS, page-232&233;
25. Table 5.3.6 Grade wise Enrollment (Grade 11-12), 2013, Bangladesh Education Statistics-2013,
BANBEIS, page-233;
26. Table 3.3.1 Number of Students by Level of Education in the Secondary School, 2014, Bangladesh
Education Statistics-2014, BANBEIS, page-97;
27. Table 3.3.2 Number of Students by Grade and Management of Education in the Secondary School,
2014, Bangladesh Education Statistics-2014, BANBEIS, page-97;
28. Table 4.3.5 Enrollment by Gender, Grade and Management, 2014, Bangladesh Education
Statistics-2014, BANBEIS, page-163&164;
29. Table 5.3.5 Grade wise Enrollment by Management, Type and Gender, 2014, Bangladesh Education
Statistics-2014, BANBEIS, page-200;
30. Table 5.3.6 Grade wise Enrollment (Grade 11-12), 2014, Bangladesh Education Statistics-2014,
BANBEIS, page-200;
31. BTEB Computer Cell.

Findings:
• Percentage of BTEB enrollment for Secondary students (Class IX and X) = 11.01 (360 hrs short
courses students included as class IX).
• Percentage of BTEB enrollment for Higher Secondary students (Class XI and XII) = 16.18 (Diploma
1st semester students included as schooling group of Class XI and Diploma 3rd semester included as
schooling group of class XII).
• Percentage of BTEB enrollment for Secondary and Higher Secondary schooling group of students
(Class IX, X ,XI and XII) = 13.11.
• Diploma 1st and 3rd semester students includes as schooling group XI and XII.

15
Enrollment Projection:
1. Enrollment data of 2009-2015 for both the 10(ten) boards have been considered in calculating enrollment
projection. It was observed that average trends of increment of enrollment for 8(eight) general education
boards is 5.81, Madrasah board 4.24 and BTEB is 13.84. Average trends of increment of enrollment for 8(eight)
general education boards and Madrasah board is 5.54. Enrollment projection for 2014-2020 has been prepared
considering increment of enrollment for 8(eight) general education boards and Madrasah board is 6% and
Bangladesh Technical Education Board is 14%. The enrollment under Bangladesh Technical Education Board
would be 20.82% by the year 2020, if other educational factors remain unchanged.

Limitations:
• The enrollment data includes students enrolled in both public and private institutes covering formal
courses only under registration of 10 (ten) Boards
• After publishing NSDC’s census data, BTEB will incorporate enrollment data of informal sector along
with formal sector.
• Data of Similar school aged population out of education and enrollment in O & A level education are
not included.
• Data of enrollment in SSC & HSC level courses of Bangladesh Open University are not included.

16
Entrollment Analysis in TVET
Under Bangladesh Technical
Education Board

17
1. About BTEB
1.1 Background
Bangladesh Technical Education Board (BTEB) was established through Parliament Act (www.bteb.gov.bd).
The Board is located at Agargaon, Sher-e-Bangla Nagar, Dhaka-1207.

Bangladesh Technical Education Board (BTEB) has been working under the supervision of Ministry of
Education.

1.2 Controlling Authority

The President of Bangladesh shall be the Controlling Authority of the Board. The status of the Controlling
Authority in relation to the Board shall be similar to that of the Chancellor in relation to a University.

1.3 Constitution of the Board

The Board shall be constituted as follows, namely:-

1. Chairman
2. Ex-officio Members (4 persons)
3. Nominated Members (9 persons)

1.3.1 Chairman
Chairman is to perform his duties as a full time officer of the Board. According to the act he is appointed by the
Controlling Authority.

1.3.2 Ex-officio Members

A. Director General (DG), Directorate of Technical Education.
B. Director General (DG), Directorate of Secondary and Higher Education.
C. Principal, Dhaka Engineering College (Present the Vice- Chancellor, Dhaka University of Engineering
and Technology) Gazipur.
D. Principal, Technical Teachers Training College, Dhaka.

1.3.3 Nominated Members

A. Director General (DG), Bureau of Manpower Employment and Training (BMET).
B. Vice- Chancellor, Bangladesh University of Engineering and Technology (BUET) or a Professor to be
nominated by him.
C. Three Principals from the Polytechnic and Monotechnic Institutes to be nominated by the
Ministry of Education.
D. Four Persons interested in the Education to be nominated by the Controlling Authority.

1.4 Powers of the Board

1.4.1 Subject to the provisions of this Act, the Board shall have power to organize, regulate, supervise,
control and develop Technical Education within the country.
1.4.2 In particular and without prejudice to the generality of the power conferred by sub-section (1.4.1), the
Board shall have the powers-
a) to prescribe courses of instruction for its examination as detailed in the Schedule to this Act,

18
 b) to grant recognition to or to withhold or withdraw recognition from educational institutions offering
courses in Technical Education after considering inspection reports from its own Inspection Officer or
Officers deputed in that behalf by the Board:

Provided that no recognition from any such educational institutions shall be withheld or withdrawn
without hearing the institution concerned,

c) to prescribe conditions governing admission of students to and transfer of students from one institution to
another prosecuting studies under the same curricula,

d) to prescribe the manner and mode of inspection of institutions offering Technical Education,

e) to cause inspection, if necessary, of any institution under its control by the officers of the Board or by any
other person or persons it considers suitable,

f) to hold, conduct and regulate examinations on completion of course and curricula of Technical Education,

g) to publish the results of examinations held by the Board,

h) to grant Diplomas/Certificates to persons who have passed examinations held by the Board,

i) to arbitrate or arrange for arbitration in disputes between teachers and Governing Bodies or Managing
Committees of Institutions offering Technical Education,

j) to submit to the Controlling Authority its views on any matter with which it is concerned,

k) to determine the number, designation and pay and allowances of the officers and staff of the Board, and
to appoint such experts and consultants as it may consider necessary for the purpose of carrying out the
provisions of this Act,

l) to regulate and decide all administrative matters including the creation and abolition of posts:

Provided that the Chairman shall have the power to create temporary posts for a period not exceeding six
months,

m) to fix, demand and receive such fees as may be prescribed by regulations,

n) to hold and manage endowments and to institute and award scholarships, medals and prizes,

o) to enter into and carry out contracts in exercise of powers and performance of duties assigned to it by this
Act and the regulations,

p) to make provisions for buildings, premises, furniture, apparatus, books and other means needed for
carrying on its work, and

q) to do such other acts and things as it may consider necessary for the purposes of organizations, regulation,
supervision, control and development of Technical Education.

1.4.3 The Board may delegate any of its powers to the Chairman or any other officer of the Board or to a Committee
or Sub-Committee constituted under this Act as it may deem fit, and withdraw any such delegation:

Provided that the power to make any regulation shall not be delegated.

1.5 Academic Programs or Courses Offered by BTEB

BTEB has developed 28 different curriculums for offering different types of course or program in different engineering
trade, technology and specializations. BTEB also has affiliated a total of 7773 public and private institutes with seat
capacity of 714,644 up to December 2015. It is observed that only 9% of the total seat capacity is under public
institutes and rest 91% are in private institutes. The curriculum wise institute seat capacity are mentioned in the
following table:-
19
Table-1: Curriculum wise institute seat capacity (upto December 2015)
Trade/
Name of the Public (Nos.) Private (Nos.) Total (Nos.)
Sl. Technology/ Duration
Curriculum
No. Specialization (Year)
Curriculum Institute Seat Institute Seat Institute Seat
(Nos.)
Diploma in Technical
1 3 1 1 120 - - 1 120
Education
Diploma in Vocational
2 8 1 1 80 - - 1 80
Education
3 Diploma in Engineering 34 4 55 21,200 410 60,000 465 81,200
Diploma in Textile
4 3 4 4 400 126 12,060 130 12,460
Engineering
5 Diploma in Agriculture 1 4 16 2,910 169 10,000 185 12,910
6 Diploma in Fisheries 1 4 1 40 48 2,498 49 2,538
Diploma in Fisheries (In
7 1 3 3 120 - - 3 120
Service)
8 Diploma in Forestry 1 4 1 50 - - 1 50
Diploma in Forestry (In
9 1 2 2 50 - - 2 50
Service)
Diploma in Medical
10 8 4 - - 226 23,040 226 23,040
Technology
Diploma in Medical
11 1 1 - - 18 720 18 720
Ultrasound
Diploma in Animal
12 Health & Production (In 1 2 3 400 - - 3 400
Service)
HSC (Business
13 5 2 3 180 1,802 189,700 1,805 189,880
Management)
14 HSC (Vocational) 14 2 64 8,370 - - 64 8,370
15 Diploma in Commerce 2 2 - - 7 616 7 616
16 SSC (Vocational) 31 2 141 18,900 2,230 171,220 2,371 190,120
17 Dakhil (Vocational) 31 2 - - 285 18,300 285 18,300
Certificate in Marine
18 4 2 1 160 - - 1 160
Trade
19 Skill Certificate Course 6 1 1 200 - - 1 200
Certificate in Vocational
20 9 1 1 180 - - 1 180
Education
Certificate in Health
21 10 1 - - 156 8,010 156 8,010
Technology
Certificate in Poultry
22 1 1 - - 1 30 1 30
Farming
Certificate in Animal
23 1 1 - - 1 30 1 30
Health & Production
Certificate in Medical
24 1 6 months - - 14 420 14 420
Ultrasound
National Skills Standard-
25 14 1 - - 9 3,780 9 3,780
II
National Skills Standard-
26 14 1 - - 9 3,780 9 3,780
III
Professional Diploma in
27 1 6 months - - 1 40 1 40
Automobile
National Skill Standard 3 months/
28 95 142 13,710 1,821 143,330 1,963 157,040
Basic (360 hours) 6 months
Total 440 67,070 7,333 647,574 7,773 714,644
Source: Computer Cell & Documentation Section, BTEB

20
Table-2: Curriculum wise Name of Technology, Specialization and Trades (up to December 2015)
Sl. Name of Academic Programs/ Entry Sl. Name of Technologies/
No. Courses Recuirement No. Specializations/Trades
Diploma Level Courses
1. Civil
Diploma-in-Technical Education Diploma-in-
1. (03 Technology) Engineering
2. Electrical and Electronics
3. Mechanical
1. Automotive
2. Carpentry
3. Electrical
Diploma in Vocational Education Certificate in 4. Farm Machinery
2. (08 Technology) Vocational
Education 5. Machinist
6. Radio-TV
7. Refrigeration
8. Welding
1. Automobile
2. Air Craft Maintenance (Aerospace)
3. Air Craft Maintenance (Avionics)
4. Architecture
5. Architecture & Interior Design
6. Ceramics
7. Chemical
8. Civil
9. Civil (Wood)
10. Computer
11. Computer Science & Technology
12. Construction
13. Data Telecommunication & Networking
14. Electrical
15. Electro Medical
16. Electronics
Diploma in Engineering SSC/ 17. Environmental
3. (34 Technology) Equivalent 18. Food
19. Footwear
20. Glass
21. Graphics Design
22. Instrumentation & Process Control
23. Leather
24. Leather Products and Accessories
25. Marine
26. Mecatronics
27. Mechanical
28. Mining & Mine Survey
29. Power
30. Printing
31. Refrigeration & Air Conditioning
32. Ship Building
33. Surveying
34. Telecommunication

21
 Sl. Name of Academic Programs/ Entry Sl. Name of Technologies/
No. Courses Recuirement No. Specializations/Trades
Garments Design and Pattern Making
1
Diploma-in-Textile Engineering SSC/ Technology
4.
(03 Technology) Equivalent 2 Jute Technology
3 Textile Technology
SSC/
5. Diploma in Agriculture 1 Agriculture
Equivalent
SSC/
6. Diploma in Fisheries 1 Fisheries
Equivalent
SSC/
7. Diploma in Fisheries (In Service) 1 Fisheries in Service
Equivalent
SSC/
8. Diploma in Forestry 1 Forestry
Equivalent
SSC/
9. Diploma in Forestry (In Service) 1 Forestry in Service
Equivalent
1 Dental
2 Integrated Medical
3 Labratory Medical (Pathology)
Diploma-in-Health Technology SSC/ 4 Patient Care (Nursing)
10.
(08 Technology) Equivalent 5 Pharmacy
6 Physiotherapy
7 Optical Refraction
8 Radiology and Imaging
MBBS/
11. Diploma in Medical Ultrasound 1 Medical Ultrasound
Equivalent
Diploma in Animal Health and
12. HSC 1 Animal Health and Production in Service
Production in Service

Higher Secondary Certificate (HSC) Level Courses

1 Agro Machinery
2 Automobile
3 Building Construction and Maintenance
4 Clothing and Garments Finishing
5 Computer Operation and Maintenance
6 Drafting and Civil
HSC (Vocational) SSC 7 Electrical Works and Maintenance
13.
(14 Trades) (Vocational) 8 Electronic Control and Communication
9 Fish Culture and Breeding
10 Machine Tools Operation and Maintenance
11 Poultry Rearing and Farming
12 Refrigeration and Air Conditioning
13 Welding and Fabrication
14 Wood and Design
1 Banking
2 Accounting
HSC (Business Management) SSC/
14. 3 Computer Operation
(05 Specializations) Equivalent
4 Entrepreneurship Development
5 Secretarial Science

22
 Sl. Name of Academic Programs/ Entry Sl. Name of Technologies/
No. Courses Recuirement No. Specializations/Trades

Diploma-in-Commerce SSC/ 1 Accountancy

15.
(02 Specializations) Equivalent 2 Secretarial Science

Secondary School Certificate (SSC) Level Courses

1. Agro based Food
2. Architectural Draft with CAD
3. Automotive
4. Building Maintenance
5. Ceramic
6. Civil Construction
7. Civil Drafting with CAD
8. Computer and Information Technology
9. Dress Making
10. Dying, Printing and Finishing
11. Electrical Maintenance Works
12. Farm Machinery
13. Fish Culture and Breeding
14. Food Processing and Preservation
15. Fruit and Vegetable Cultivation
SSC (Vocational) 16. General Electrical Works
16. JSC
(31 Trades) 17. General Electronics
18. General Mechanics
19. Glass
20. Livestock Rearing and Farming
21. Machine Tools Operation
22. Mechanical Drafting with CAD
23. Knitting
24. Patient Care
25. Plumbing and Pipe Fitting
26. Poultry Rearing and Farming
27. Refrigeration and Air Conditioning
Shrimp Culture and Breeding
28.
Preservation
29. Weaving
30. Welding and Fabrication
31. Wood Working

23
 Sl. Name of Academic Programs/ Entry Sl. Name of Technologies/
No. Courses Recuirement No. Specializations/Trades

1. Agro based Food

2. Architectural Draft with CAD
3. Automotive
4. Building Maintenance
5. Ceramic
6. Civil Construction
7. Civil Drafting with CAD
8. Computer and Information Technology
9. Dress Making
10. Dying, Printing and Finishing
11. Electrical Maintenance Works
12. Farm Machinery
13. Fish Culture and Breeding
14. Food Processing and Preservation
15. Fruit and Vegetable Cultivation
SSC (Dakhil-Voc)
17. JDC 16. General Electrical Works Technology
(31 Trades)
17. General Electronics
18. General Mechanics
19. Glass
20. Livestock Rearing and Farming
21. Machine Tools Operation
22. Mechanical Drafting with CAD
23. Knitting
24. Patient Care
25. Plumbing and pipe Fitting
26. Poultry Rearing and Farming
27. Refrigeration and Air Conditioning
28. Shrimp Culture and Breeding Preservation
29. Weaving
30. Welding and Fabrication
31. Wood Working

Other Courses
1. Marine Diesel and Engine Artificer
Certificate in Marin Trade SSC/ 2. Ship Building
18.
(04 Trades) Equivalent 3. Ship Building Welding
4. Ship Fabrication
1. Automobile
2. Civil Construction
Skill Certificate Course SSC/ 3. Electrical
19.
(06 Trades) Equivalent 4. Electronics
5. Mechanical
6. Refrigeration and Welding

24
Sl. Name of Academic Programs/ Entry Sl. Name of Technologies/
No. Courses Recuirement No. Specializations/Trades

1. Automotive
2. Carpentry
NSS-II 3. Civil Drafting
Certificate-in-Vocational 4. Electrical
Education with
20. 5. Farm Machinery
(09 Trades)
SSC/ 6. Machinist
Equivalent 7. Radio-TV
8. Refrigeration and Air Conditioning
9. Welding
1. Dental
2. Integrated Medical
3. Laboratory Medical (Pathology)
4. Medical Marketing and Management
Certificate in Health Technology SSC/ 5. Optical Refraction
21.
(10 Technology) Equivalent 6. Paramedical
7. Patient Care
8. Pharmacy
9. Physiotherapy
10. Radiology and Imaging
SSC/
22. Certificate in Poultry Farming 1. Poultry Farming
Equivalent
Certificate in Animal Health and SSC/
23. 1. Animal Health and Production
Production Equivalent
MBBS/
24. Certificate in Medical Ultrasound 1. Medical Ultrasound
Equivalent
1. Automotive
2. Carpentry
3. Civil Construction (Masonry)
4. Drafting (Civil)
5. Drafting (Mechanical)
6. Electrical
National Skill Standard II 7. Electronics
25. (14 Trades) NSS-III
8. Farm Machinery
9. General Mechanics
10. Machinist
11. Plumbing and Pipe Fitting
12. Radio and Television
13. Refrigeration and Air Conditioning
14. Welding

25
Sl. Name of Academic Programs/ Duration Sl. Name of Technologies/
No. Courses (Year) No. Specializations/Trades
1. Automotive
2. Carpentry
3. Civil Construction (Masonry)
4. Drafting (Civil)
5. Drafting (Mechanical)
6. Electrical
National Skill Standard-III 7. Electronics
26. JSC/JDC
(14 Trades) 8. Farm Machinery
9. General Mechanics
10. Machinist
11. Plumbing and Pipe Fitting
12. Radio and Television
13. Refrigeration and Air Conditioning
14. Welding
Professional Diploma in SSC/
27. 1. Automobile
Automobile Equivalent
1. CNC Machine Operator (Lathe)
Embroidery Machine Operator and
2.
Maintenance
3. Basic Creative Fine Art's Application
4. Dairy Farm Management
5. Fire Science and Occupational Safety
6. Weaving (Textile)
7. Building Construction Painting
8. Auto Mechanics
9. ARC Welding
10. ARC & Gas Welding
11. Armature Welding
12. Building Maintenance
National Skill Standard Basic (360 13. Building and Architectural Drafting
28. JSC/JDC
hrs) 14. Computer Operator
15. Electrical House Wiring
16. Electrical Line Maintenance
17. Farm Machinery
18. Furniture and Cabinet Making
19. General Mechanics
20. Machinist
21. Maintenance of Electrical Equipment
22. Mechanical Drafting
23. Plumbing and Pipe Fitting
24. Radio and Television Servicing
25. Refrigeration and Air Conditioning
26. IT Support Technician
27. Dress Making and Tailoring

26
Sl. Name of Academic Duration Sl. Name of Technologies/Specializations/
No. Programs/Courses (Year) No. Trades
28. Motor Cycle and Mishuk Mechanics
29. Mid Level Supervisor
30. Food Processing and Preservation
31. General Electrician
32. AutoCAD
33. Mobile Phone Servicing
34. Mason
35. Electrician
36. Food & Beverage Production
37. Food & Beverage Service
38. Front Office Management
39. House Keeping
40. Telecommunication & Cable Laying
41. Certificate-in-Beautification
42. Certificate in-Screen Printing
43. Leather Goods & Footwear
44. Civil Construction
45. Aminship
46. Graphics & Animation
47. Acting & Presentation
48. Art of Still Photography
49. Camera and Lighting Technique
50. Direction of TV Journalism
51. Video Editing & Sound Recording
52. Masonry And Rod Binding
53. Carpentry (Door, Window of Shutters etc.)
54. Electrical Machine Maintenance
55. Drafting Civil
56. Audio Video
57. Rod Binding And Masonry
58. Apparel Merchandising
59. Pattern Making, Cutting and Grading
Work Study Production Planning & Control
60.
for Apparel Manufacturing
61. Bash Bate And Pati Shilpo
62. Pastry And Bakery Production
63. Travel Tour Operation
64. Welding
65. Driving Cum Auto Mechanics
66. Interior Decoration (Gypsum Decoration)
67. Welding And Fabrication
68. Ducting And Fabrication
69. Hair Dressing
70. Certificate in Pattern Making
71. Secretarial Science
27
Sl. Name of Academic Duration Sl. Name of Technologies/Specializations/
No. Programs/Courses (Year) No. Trades
Building and Architectural Drafting with
72.
AutoCAD
73. Computer Office Application
74. Hardware And Networking
75. Computer Programming
76. Database Programming
77. Object Oriented Programming
Graphics Design and Multimedia
78.
Programming
79. Ship Fabrication
80. Welding 4g
81. Welding 6G
Industrial Sewing Machine And
82.
Maintenance
83. TIG and MIG
Sweater Knitting Machine Operation &
84.
Maintenance
85. Tiles & Setting
86. Air Hostess & Cabin Crew
87. Aviation Management
88. Travel Tourism & Ticketing
89. Diesel Mechanics
90. Basic Trade Course in Insurance
91. Programmable Logic Controller
92. General Electronics
93. Block Batik & Printing
94. Proficiency in English Communication
95. Marine Electrician

28
1.6 Administrative and Academic Structure of BTEB
The Board is headed by a Chairman with the following four divisions under him for carrying out the different
activities of the Board. The major functions of these five divisions are as follows-
• Curriculum Development;
• Institute Affiliation;
• Monitoring and Evaluation;
• Examination Conduct;
• Certification;
• Implementation of NTVQF in Bangladesh;

1.6.1 Administration
This division is headed by a Secretary. He is assisted by one Deputy Secretary (Administration), one Deputy
Secretary (Registration), one Assistant Secretary, one Deputy Director (Accounts and Audit), one Assistant
Director (Accounts and Audit), one Section Officer and other Supporting Staff for smooth functioning of the
wing. The major functions of this division are as follows-
• All administrative works in respect of appointment;
• Granting of leave etc, of employees;
• Preparation and submission of annual budget of the Board for approval;
• Keeping records of income, expenditure and preservation of Board’s funds etc;
• Assemble all committee meetings in respect of finance and administration including Board’s
session;
• Carry out all other administrative works as and when assigned by the Chairman/Board;

1.6.2 Curriculum
This division is headed by Director (Curriculum). He is assisted by one Deputy Director (Research), one
Evaluation Officer, one Deputy Director (Publication), seven Curriculum Specialists, one Assistant Director
(Publication), one Documentation Officer, one Section Officer and other supporting staff. The major
functions of this division are as follows-
• Responsible for development, evaluation, revision and introduction of new curriculum for various
approved and affiliated courses;
• To produce appropriate learning materials and writing of books of various technological fields,
Preparation and revision of academic regulations;
• Providing affiliation to the institutions and assessing the standard for affiliation and of academic
activities;
• Examining all cases of equivalence;
• Carrying out any other duties as assigned by the chairman/Board;

1.6.3 Examination
The Examination division of the Board is headed by a Controller of Examination. He is assisted by five
Deputy Controller, one System Analyst, two Programmers, eight Assistant Controllers, three Assistant
Programmers, one Press Manager, one Section Officer and other supporting staff. The major functions of this
division are as follows-

29
 • Responsible for arranging and conducting examinations of the affiliated courses in the approved centers;
• To look after the works of appointments of head examiners, paper setters, printing of the question papers
and timely distribution of activities relating to examinations conduct rules;
• Publication of the results timely;
• Issuing of the same to the respective centers;
• Scrutinizing of examination scripts and tabulation of marks;
• To execute disciplinary activities relating to examinations conduct rules;
• Issuing of mark sheets and certificates and preservation of records of them etc;
• Also responsible for calling meetings relating to examination matters;
• Carry out any other duties and responsibilities as may be assigned by the Chairman/Board;

1.6.3.1 Computer Cell

One of the most important section of BTEB functioning under the Examination Division, headed by a System
Analyst. He is assisted by two Programmers, three Assistant Programmers, one lab Attendant and other
Supporting Staff for smooth functioning of the cell. The major functions of this cell are as follows-
• Dealing with computerized Management Information System (MIS) regarding affiliated institutions;
• To collect data through Online for Registration of the candidates of the affiliated academic programs and
process them;
• To collect data through Online/EIF (Examination Information Form) for Admit Cards of the candidates
of the affiliated academic programs and process them;
• To print out Registration Cards and Admit Cards of the candidates;
• To process data of the first part and second part of the litho Code of Answer Sheets obtained from
Examination Center with OMR (Optical Mark Reader) machine;
• To Collect and process marks of theoretical and practical Continuous (TC/PC/PF) of the candidates
participated in the examination through Online/ICR (Intelligent Character Recognition) form;
• Process the Marks of industrial attachment of the candidates received through Online/ICR (Intelligent
Character Recognition) sheet within the given date published by the board;
• Process the results of the examinations of the affiliated academic programs held under BTEB;
• Print academic transcripts and certificates and preserve records etc;
• Publishing results of the examinations held under BTEB, Advertisement/ Notice and so on through Web
Site (www.bteb.gov.bd);
• Perform any other duties as and when assigned by the Chairman/supervisors;

1.6.3.2 Printing Press

The press is being functioned under Examination Division, headed by a Press Manager. The major functions of this
press are as follows-
• All kinds of printing such as certificates, mark sheets, answer scripts, question papers, tabulation sheets,
application forms of admission, receipt books, syllabus of various academic programs, progress card,
industrial attachment books and so on are done by the press;

1.6.4 Inspection
This division is headed by an Inspector. He is assisted by three Deputy Inspectors, one Quality Assurance Officer,
one Section Officer and other supporting staff. The major functions of this division are as follows-

30
 • To inspect all the institutes affiliated by BTEB;
• Monitoring of academic programs or activities of the affiliated institutions of the board;
• Evaluation of academic programs;
• Problem identifying and Reporting etc;
• Carry out any other duties and responsibilities as may be assigned by the Chairman/Board;

1.6.5 Industry and Training Coordination

This division is headed by a Director (Industry and Training Coordination). He is assisted by one Deputy
Director (Course Accreditation), one Curriculum Specialist, one Industry Liaison Officer, and other
supporting staff. The utmost function of this division is to implement National Technical and Vocational
Qualification Framework (NTVQF) in Bangladesh. The framework is shown in the following table along with
general job classifications relevant to each level of the NTVQF.

Table-3: National Technical and Vocational Qualification Framework in Bangladesh

Pre- Vocational Vocational Technical

NTVQF Level Job Classification
Education Education Education
NTVQF 6 Diploma in Middle Level Manager/
Engineering or Sub Assistant Engr. etc.
Equivalent
NTVQF 5 National Skill Highly Skilled Worker/
Certificate 5 (NSC 5) Supervisor
NTVQF 4 National Skill Skilled Worker
Certificate 4 (NSC 4)
NTVQF 3 National Skill Semi- Skilled Worker
Certificate 3 (NSC 3)
NTVQF 2 National Skill Basic- Skilled Worker
Certificate 2 (NSC 2)
NTVQF 1 National Skill Basic Worker
Certificate 1 (NSC 1)
Pre- Voc 2 National Pre- Pre- Vocational Trainee
Vocation Certificate 2
(NPVC 2)
Pre- Voc 1 National Pre- Pre- Vocational Trainee
Vocation Certificate 1
(NPVC 1)

The major functions of this division to implement the NTVQF in our country are as follows-

• Developing and implementation of nationally recognized Competency Standards (CS) based on

industry requirements;
• Accreditation and registration of training organizations to deliver competency based training;
• To strengthen inspection and monitoring to ensure the Competency Standards (CS) based training;
• Development and implementation of assessment system for Recognition of Prior Learning (RPL) of
the workforces;
• Accreditation and registration of Assessment Centers to undertake competency based assessment;
• Training, assessment and certification of trainers and assessors using Competency Based Training
and Assessment (CBT&A) methodology;
• Maintenance of an NTVQF Management Information System (MIS);
31
2. TVET Scenario in Bangladesh
There are 160 million people live in 147570 square kilometer area of Bangladesh. Among them 4.52 million are
found as Higher Secondary aged population (16-17 Years) in 2014 (Table 4.4.5, BANBEIS Report-2014, page-
42). It has been found in the table 4.1.2 namely ‘Gross and Net Enrollment Rate by Gender in Secondary Level
of Education, 2014’ (page-40) of Bangladesh Education Statistics-2014, BANBEIS that the Gross Enrollment
Rate and Net Enrollment Rate of secondary level education are 69.23% and 62.25% respectively. Similarly, it
has also been found in the table 4.1.5 namely ‘Gross and Net Enrollment Rate in College and Madrasah (11&12
Class), 2014’ (page-42) of Bangladesh Education Statistics-2014, BANBEIS that the Gross Enrollment Rate
and Net Enrollment of higher secondary level education are 46.61% and 33.16% respectively in the year 2014.

In addition, it has also been found in the table 4.1.6 namely ‘Completion Rate, Dropout Rate, Survival Rates
and Coefficient of Internal Efficiency by Sex in Higher Secondary Level of College and Madrasah (11+12),
2014’ and in the table 4.1.7 namely ‘Dropout and Completion Rate, GER and NER (%) in Secondary Level
2008-2014’ (page-43) of Bangladesh Education Statistics-2014, BANBEIS that the Dropout Rate of secondary
and higher secondary level education are 41.59% and 21.37% respectively in the year 2014.

At present, Bangladesh needs skill human resources to support rapid industrial growth and earnings remittance.
TVET is the only source in Bangladesh by which we can have economic developments. We need to make our
manpower with having global competitiveness. We need to introduce courses to match industry need and
opportunities of demographic dividend to be harnessed. In this regard strategic planning is required to develop
TVET system.

A large number of people of Secondary and Higher secondary Schooling group is out of Schooling. Technical
and Vocational Education and Training (TVET) is one and only educational mechanism to convert these
population to employable workforce to contribute to develop the national economy of our country. The major
targets of expanding TVET in our country as follows-

• Skilled workers to satisfy the growing needs of industry;

• A high level means to facilitate job for unemployed youth and widespread underemployment;
• Competencies need to find employment;
• Match the requirements of the private sector;
• Skills for the job market in line with labor market demands;
• Understand the attitudes expected in the industry area;
• Gain insights into the kind of career;
• Make informed decisions about further training and study;
• Become more employable;
• To be better equipped for business and employment opportunities;
• Aims to improve socio-economic conditions create jobs and alleviate poverty as a key element of any
policy initiatives
• Promote industrial linkages in the skill training delivery to produce young skilled workforce for the
market needs;
There are mainly two types of TVET in our country, such as-

A. Formal Training (28 curriculum)

B. Informal and Non-Formal Training

32
2.1 Formal Training under BTEB
1. Short Course

a. Basic Trade Course (360 hours, 95 trades) - Institutes Namely:

i. Govt. Technical School and Colleges;

ii. Govt. Technical Training Centers;

iii. Govt. Polytechnic Institutes;

iv. Private Polytechnic Institutes;

v. Private Training Institutes;

b. CBT&A Course (51 Occupations) - Institutes Namely:

i. Govt. Technical School and Colleges;

ii. Govt. Technical Training Centers;

iii. Govt. Polytechnic Institutes;

iv. Private Polytechnic Institutes;

v. Private Training Institutes;

2. Secondary Level

a. SSC Vocational Course (31 trades) - Institutes Namely:

i. Govt. Technical School and Colleges;

ii. Govt. Textile Vocational Institutes;

iii. Govt. Technical Training Centres;

iv. MPO secondary schools;

v. Non MPO secondary schools;

vi. NGOs;

b. Dakhil (Vocational) offered by Madrasahs

3. Higher Secondary Level

a. HSC (Vocational) Course (14 trades) - Institutes Namely:

i. Govt. Technical School and Colleges;

b. HSC (Business Management) - Institutes Namely:

i. Govt. colleges;

ii. MPO colleges;

iii. Non MPO colleges;

iv. Private Institutes;

33
 c. Diploma in Commerce - Institutes Namely:

i. Private Training Institutes

4. Diploma Level

a. Diploma in Engineering Course (34 technologies) - Institutes Namely:

i. Govt. Polytechnic and Mono-technic Institutes;

ii. Private Polytechnic Institutes;
b. Diploma in Textile Engineering Course (3 technologies) - Institutes Namely:

i. Govt. Textile Institutes;

ii. Private Polytechnic & Textile Institutes;
c. Diploma in Agriculture Course - Institutes Namely:

i. Govt. Agricultural Training Institutes;

ii. Private Agricultural Training Institutes;
d. Diploma in Fisheries Course - Institutes Namely:

i. Govt. Fisheries Training Institute;

ii. Private Agricultural & Fisheries Training Institutes;
e. Diploma in Forestry Course - Institutes Namely:

i. Govt. Forestry Training Institute;

f. Diploma in Medical Technology Course (8 technologies) - Institutes Namely:

i. Private Medical Training Institutes;

5. Others Professional Level Courses - Institutes Namely:

ii. Govt. Institutes;

iii. Private Institutes;

2.2 Informal and Non Formal Training

- 23 ministries are conducting skill training and maximum of those graduates are not certified by
BTEB.

- Only SSC (vocational) and other SSC status vocational course conducted by some of those ministries
are affiliated with BTEB. Rests are not affiliated with BTEB.

- Industry and Private organization also conduct skill training not affiliated with BTEB.

- Some NGOs are conducting training not affiliated with BTEB.

Initiative has taken for informal and CBT&A courses conducted by other agencies to bring under BTEB
certification.

34
3. Enrollment in TVET under BTEB Certification
3.1 TVET Policies
It is mentioned in the article 3.6.2 namely Technical and Vocational Education and Training (TVET) of
‘Outline Perspective Plan of Bangladesh 2010-2021-Making Vision 2021 A Reality’ (Page-30) and the article
11.4 namely Education, Training, and Skills Development for Human Capital Formation of ‘Perspective Plan of
Bangladesh 2010-2021-Making Vision 2021 A Reality’ (Page-87) as implementation outcomes that

• all new entrants in the 20-24 age group to the work force are trained formally by 2021 for ensuring
full-scale vocational training with adequate practical exposure to enhance their knowledge, skill, and creativity
for enhancing productivity.

In addition, it is mentioned in the article 4.5 namely ‘Strategic Block V: Human Development’ (Page-112) of
‘Moving Ahead-National Strategy for Accelerated Poverty Reduction II (FY 2009-11), October 2008’ and in the
article 3.5.1 namely ‘Improving Knowledge Base: Education, Training and Research’ (Page-52) of ‘Steps Towards
Change-National Strategy for Accelerated Poverty Reduction II (Revised) FY 2009-11, December 2009’ that

• the proportion of participants in TVET need to be increased to 20 percent of the students enrolled in
the secondary stage by 2020.

In the Chapter-5 namely ‘Vocational and Technical Education’ of National Education Policy (NEP) 2010
(Page-24) emphasis given:

• to increase competent manpower in diverse sectors including Information and Communication

Technology at a fast pace keeping in mind the national and international demands;
• to build up skilled manpower at a fast pace to create opportunities of economic development and to
increase dignity of labour;
• to create wide-ranging employment opportunities through export of skilled manpower and to
enhance foreign currency earnings.
Moreover, the National Skills Development Policy (NSDP)-2011 represents a key commitment to strengthening
and further growth of skills development in Bangladesh aligning with the targets of NSAPR-II. It is mentioned
in the article 22 namely “Future Growth of the Sector” of NSDP-2011 (Page-37) that:

a. TVET students shall comprise 20% of all secondary students;

b. Total enrolment in TVET should increase by 50%;
c. Women’s enrolment should increase by 60%.

3.2 Objectives of the Enrollment Analysis

As mentioned in the NSAPR-II, NEP-2010, NSDP-2011 and other policies taken by the Government of Bangladesh
to enhance human productivity, it is found that there is no alternative of providing TVET to the workforce.

BTEB is the only statutory body to ensure TVET certification. As the target set by the government is to ensure
TVET enrollment 20% by the year 2020, BTEB has to find out the present enrollment of formal TVET under
BTEB in the secondary and higher secondary class of education. This is required for strategy to be taken to
enhance TVET enrollment to meet the national demand.

The major objectives of this enrollment analysis are as follows-

1. To know the existing enrollment rate of TVET under BTEB;

2. To make future projection of TVET enrollment;
3. To take necessary strategy to enhance TVET enrollment;
4. Financing in the development of TVET;
5. Mapping TVET Programs;

35
3.3 Methodology for Enrollment Analysis
3.3.1 Types of Data used for Enrollment Analysis
As BTEB is the statutory body for ensuring TVET enrollment in our country, it has to know the present situation
of enrollment under BTEB courses with the total enrollment of SSC and HSC level of education under different
Education Boards. To do so, the secondary and higher secondary enrollment data has been taken from the
different publications namely National Education Survey (Post-Primary)-2008 Statistical Report, Bangladesh
Education Statistics-2009, Pocket Book on Education Statistics-2010, Bangladesh Education Statistics-2011,
Bangladesh Education Statistics-2012, Bangladesh Education Statistics-2013, Bangladesh Education
Statistics-2014 of Bangladesh Bureau of Educational Information and Statistics (BANBEIS) for the enrollment
under General & Madrasah Education Boards. Data of enrollment in TVET under BTEB formal courses has
been taken from BTEB Computer Cell in 2014 as a baseline data. Some considerations are as follows-

• Enrollment of Class-IX of SSC Vocational and Dakhil Vocational courses is similar schooling group
of Enrollment of Class-IX of General SSC and Dakhil courses;
• Enrollment of Class-X of SSC Vocational and Dakhil Vocational courses is similar schooling group
of Enrollment of Class-X of General SSC and Dakhil courses;
• Enrollment of Basic Trade (360 hours) course is similar schooling group of Enrollment of Class-IX
of General SSC and Dakhil courses;
• Enrollment of Class-XI of HSC Vocational course is similar schooling group of Enrollment of Class-
XI of General HSC and Alim courses;
• Enrollment of Class-XII of HSC Vocational course is similar schooling group of Enrollment of
Class-XII of General HSC and Alim courses;
• Enrollment of Class-XI of HSC (Business Management) course is similar schooling group of
Enrollment of Class-XI of General HSC and Alim courses;
• Enrollment of Class-XII of HSC (Business Management) course is similar schooling group of
Enrollment of Class-XII of General HSC and Alim courses;
• Enrollment of 1st semester of Diploma (All) course is similar schooling group of Enrollment of the
age group of student of Class-XI of General and Madrasah Education Boards;
• Enrollment of 3rd semester of Diploma (All) course is similar schooling group of Enrollment of the
schooling group of student of Class-XII of General and Madrasah Education Boards;

Table-4: Category of the Courses Enrollment data taken for Calculation

Enrollment in SSC Level Course Enrollment in HSC and Diploma Level Course
Class-IX Class-X Class-XI Class-XII
General Boards
General Boards Class-IX General Boards Class-XI General Boards Class-XII
Class-X
Madrasah Board (Dakhil) Madrasah Board Madrasah Board (Alim)
Madrasah Board (Alim) Class-XII
Class-IX (Dakhil) Class-X Class-XI
BTEB SSC
BTEB SSC (Vocational) BTEB HSC (Vocational)
(Vocational) BTEB HSC (Vocational) Class-XII
Class-IX Class-XI
Class-X
BTEB Dakhil
BTEB Dakhil (Vocational) BTEB HSC (Business BTEB HSC (Business Management)
(Vocational)
Class-IX Management) Class-XI Class-XII
Class-X
Students of Diploma in 1st
National Skill Standard Students of Diploma in 3rd Semester
Semester (All) which is
Basic (Basic Trade Course - (All) which is equivalent to the
equivalent to the schooling
-360 hours) schooling group of Class XII
group of Class XI

36
3.3.2 Formula used for Enrollment Calculation
As per the Education Indicator Technical Guidelines published by UNESCO Institute for Statistics, November
2009, total enrollment in a specific level of education, regardless of age, expressed as a percentage of the eligible
official school-age population corresponding to the same level of education in a given school year. It can be
calculated as divide the number of students enrolled in a given level of education regardless of age by the
population of the age group which officially corresponds to the given level of education, and multiply the result
by 100. This is called Gross Enrollment Ratio (GER). It can be a complementary indicator to Net Enrollment
Rate (NER) by indicating the extent of over-aged and under-aged enrollment.

With the help of the definition of GER & NER and considering the strategy of NSAPR-II and NSDP-2011,
BTEB calculated its formal TVET enrollment under its jurisdiction as percentage of BTEB Enrollment with
the Total Enrollment (10 Boards) of the schooling group of SSC & HSC level education of the year 2014. It is
calculated as follows-

BTEB Enrollment
% of BTEB Enrollment = × 100
*Total Enrollment (10 Boards)

*Total Enrollment (10 Boards) = Enrollment under BTEB + Enrollment under Eight (8) General Education
Boards + Enrollment under Madrasah Education Board.

3.3.3 Enrollment Projection Calculation

For ensuring future growth of TVET enrollment of BTEB harmonizing with the target to enhance 20% by
2020, a projection has to be made by calculating the incremental trends of enrollment of last couple of years
and data taken from National Education Survey (Post-Primary)-2008 Statistical Report, Bangladesh Education
Statistics-2009, Pocket Book on Education Statistics-2010, Bangladesh Education Statistics-2011, Bangladesh
Education Statistics-2012, Bangladesh Education Statistics-2013, Bangladesh Education Statistics-2014 of
Bangladesh Bureau of Educational Information and Statistics (BANBEIS) and BTEB Computer Cell.

Firstly, an average incremental rate of TVET enrollment under BTEB in the year 2010 to 2015 was determined
with the baseline data taken as the enrollment in 2009. It is noted that BTEB Enrollment includes SSC Voc
(Class-IX & X); Dakhil Voc (Class-IX & X); HSC Voc (Class-XI & XII); HSC BM (Class-IX & X); 1st & 3rd
Semester of Diploma (All); and National Skill Standard Basic (360 hours).

Similarly, an average incremental rate of total enrollment of General and Madrasah Education Boards (9
Boards) in the year 2009 to 2013 was determined with the baseline data taken as the enrollment in 2008.
Esy – Epy
Enrollment Incremental Rate (%) = × 100
Epy

Here,
Esy = Total Enrollment in the Specific Year (in number)
Epy = Total Enrollment in the Previous Year (in number)

Finally, with the help of the average incremental rate of enrollment the future projection was made up to 2020.

3.3.4 Limitations
• The enrollment data includes students enrolled in both public and private institutes covering formal
courses only.
• After publishing NSDC’s census data, BTEB will incorporate enrollment data of informal sector
along with formal sector.
• Data of school aged population out of education and enrollment in O & A level education are not
included.
• Data of enrollment in SSC & HSC level courses of Bangladesh Open University are not included.

37
3.4 Enrollment Analysis
3.4.1 Enrollment of Secondary Education Level-2014

Table-5: Enrollment in Secondary Education Level-2014

Class BTEB Madrasah Education General Education

IX 163943 333529 1431393
X 103553 302374 1187601
Basic Trade (360 hrs) 135460 - -
Total 402956 635903 2618994

Source:
1. Table 3.3.1 Number of Students by Level of Education in the Secondary School, 2014, Bangladesh
Education Statistics-2014, BANBEIS, page-97;
2. Table 3.3.2 Number of Students by Grade and Management of Education in the Secondary School,
2014, Bangladesh Education Statistics-2014, BANBEIS, page-97;
3. Table 5.3.5 Grade wise Enrollment by Management, Type and Gender, 2014, Bangladesh Education
Statistics-2014, BANBEIS, page-200;
4. BTEB Computer Cell.

Total Enrollment in Secondary Education (10 Boards): 402956+635903+2618994 = 3657853

BTEB Enrollment in Secondary Education = 402956

402956
% of BTEB Enrollment = × 100 = 11.01%
(402956+635903+2618994)

Therefore, Percentage of BTEB Enrollment in Secondary Education-2014 is 11.01%

3.4.2 Enrollment of Higher Secondary Education and Diploma (All) 1st & 3rd Semester Level-2014

Table-6: Enrollment in Higher Secondary Education and Diploma (All) 1st & 3rd Semester Level-2014

Class BTEB Madrasah Education General Education

XI 10670 114219 985874
XII 12008 108210 897816
HSC (BM)-XI 134648 - -
HSC (BM)-XII 95462
Diploma (1st Sem) 83135 - -
Diploma (3rd Sem) 70556 - -
Total 406479 222429 1883690

Source:
1. Table 4.3.5 Enrollment by Gender, Grade and Management, 2014, Bangladesh Education
Statistics-2014, BANBEIS, page-163&164;
2. Table 5.3.6 Grade wise Enrollment (Grade 11-12), 2014, Bangladesh Education Statistics-2014,
BANBEIS, page-200;
3. BTEB Computer Cell.
38
Total Enrollment in Higher Secondary Education (10 Boards) = (406479+222429+1883690) = 2512598

BTEB Enrollment in Higher Secondary Education = 406479

406479
% of BTEB Enrollment = × 100 = 16.18%
2512598

Therefore, Percentage of BTEB Enrollment in Higher Secondary Education and Diploma (All) 1st & 3rd Semester
-2014 is 16.18%.

3.4.3 Total Enrollment Analysis-2014

Table-7: Enrollment in Secondary and Higher Secondary and Diploma (All) 1st &
3rd Semester Education Level-2014

Class BTEB Madrasah Education General Education

IX & X 267496 635903 2618994
XI & XII 22678 222429 1883690
HSC (BM)-XI & XII 230110 - -
Diploma (1st & 3rd
153691 - -
Semester)
Basic Trade (360 hrs) 135460 - -
Total 809435 858332 4502684

Source:

1. Table 3.3.1 Number of Students by Level of Education in the Secondary School, 2014, Bangladesh
Education Statistics-2014, BANBEIS, page-97;

2. Table 3.3.2 Number of Students by Grade and Management of Education in the Secondary School,
2014, Bangladesh Education Statistics-2014, BANBEIS, page-97;

3. Table 4.3.5 Enrollment by Gender, Grade and Management, 2014, Bangladesh Education
Statistics-2014, BANBEIS, page-163&164;

4. Table 5.3.5 Grade wise Enrollment by Management, Type and Gender, 2014, Bangladesh Education
Statistics-2014, BANBEIS, page-200;

5. Table 5.3.6 Grade wise Enrollment (Grade 11-12), 2014, Bangladesh Education Statistics-2014,
BANBEIS, page-200;

6. BTEB Computer Cell.

Total Enrollment in Secondary & Higher Secondary Education (10 Boards) = (809435+ 858332+4502684)

= 6170451

BTEB Enrollment in TVET = 809435

809435
% of BTEB Enrollment = × 100 = 13.11%
6170451

Therefore, Percentage of BTEB Enrollment in Secondary and Higher Secondary Education-2014 is 13.11%.

39
3.4.4 Enrollment Projection
3.4.4.1 Enrollment Increment Trends in BTEB (2009-2015)

Table-8: Average Incremental Rate of Enrollment under BTEB

Year *BTEB Enrollment Enrollment Incremental Rate (%)

2009 427,604 Baseline data
2010 488,767 14.30%
2011 527,075 7.84%
2012 673,423 27.77%
2013 768,023 14.05%
2014 809,435 5.39%
2015 920,305 13.70%
Average Incremental Rate of Enrollment under BTEB (%) 13.84%

Source:
1. BTEB Computer Cell.

2. *BTEB Enrollment includes SSC Voc (Class-IX & X); Dakhil Voc (Class-IX & X); HSC Voc (Class-XI
& XII); HSC BM (Class-IX & X); 1st & 3rd Semester of Diploma (All); and Basic Trade Course (360
hours).

Therefore, it was assumed that the average Enrollment Increment trend in BTEB is approximately 13.84% tends
to 14%.

3.4.4.2 Enrollment Increment Trends in Eight General Boards (2008-2014)

Table 9: Average Incremental Rate of Enrollment under Eight General Boards

Enrollment in General Education (in number)

Enrollment
Year Total Total Incremental
Grade- Grade- Grade- Total Rate (%)
Grade-X
IX XI XII (IX-XII)
(IX-X) (XI-XII)
2008 1,155,863 999,977 2,155,840 550,660 508,153 1,058,813 3,214,653 Baseline
2009 1,238,252 1,130,340 2,368,592 606,231 589,984 1,196,215 3,564,807 10.89%
2010 1,255,554 1,119,914 2,375,468 745,932 635,073 1,381,005 3,756,473 5.38%
2011 1,124,111 1,136,417 2,260,528 831,325 762,293 1,593,618 3,854,146 2.60%
2012 1,235,013 1,057,315 2,292,328 896,065 820,428 1,716,493 4,008,821 4.01%
2013 1,267,578 1,130,420 2,397,998 880,674 900,456 1,781,130 4,179,128 4.25%
2014 1,431,393 1,187,601 2,618,994 985,874 897,816 1,883,690 4,502,684 7.74%
Average Incremental Rate in General Education 5.81%
Source
1. Table 2.3.19 Enrollment by Grade and Management, 2008, National Education Survey (Post-
Primary)-2008 Statistical Report, BANBEIS, page-63;
2. Table 3.3.3 Enrollment by Sex, Grade and Management, 2008, National Education Survey (Post-
Primary)-2008 Statistical Report, BANBEIS, page-103;

40
 3. Table 2.3.1 Number of Enrollment by Level and Management, 2009, Bangladesh Educational
Statistics-2009, BANBEIS, page-33;
4. Table 2.3.4 Number of Enrollment, Promotion, Fail, Repeater, Dropout etc. in 2009, Bangladesh
Educational Statistics-2009, BANBEIS, page-36;
5. Table 3.3.3 Enrollment by Sex, Grade and Management, 2009, Bangladesh Educational Statistics-2009,
BANBEIS, page-78;
6. Table: Number of Student by Grade, Gender and Management, 2010, Pocket Book on Education
Statistics-2010, BANBEIS, page-21;
7. Table: Enrollment by Sex, Grade and Management, 2010, Pocket Book on Education Statistics-2010,
BANBEIS, page-54;
8. Table 2.3.2 Number of Students by Grade and Management in the Secondary School, 2011, Pocket
Book on Education Statistics-2011, BANBEIS, page-39&40;
9. Table 3.3.7 Enrollment by Gender, Grade and Management, 2011, Pocket Book on Education
Statistics-2011, BANBEIS, page-71;
10. Table 3.3.2 Number of Student by Grade and Management in the Secondary School, 2012, Bangladesh
Education Statistics-2012, BANBEIS, page-94&95;
11. Table 4.3.5 Enrollment by Gender, Grade and Management, 2012, Bangladesh Education
Statistics-2012, BANBEIS, page-174;
12. Table 3.3.2 Number of Student by Grade and Management of Education in the Secondary School,
2013, Bangladesh Education Statistics-2013, BANBEIS, page-101&102;
13. Table 4.3.5 Enrollment by Gender, Grade and Management, 2013, Bangladesh Education
Statistics-2013, BANBEIS, page-191;
14. Table 3.3.1 Number of Students by Level of Education in the Secondary School, 2014, Bangladesh
Education Statistics-2014, BANBEIS, page-97;
15. Table 3.3.2 Number of Students by Grade and Management of Education in the Secondary School,
2014, Bangladesh Education Statistics-2014, BANBEIS, page-97;
16. Table 4.3.5 Enrollment by Gender, Grade and Management, 2014, Bangladesh Education
Statistics-2014, BANBEIS, page-163&164;
Therefore, it was measured that the average Enrollment Increment trend in general education under eight
general boards is approximately 5.81%.

3.4.4.3 Enrollment Increment Trends in Madrasah Board (2008-2014)

Table-10: Average Incremental Rate of Enrollment under Madrasah Boards

Enrollment in General Education (in number)

Enrollment
Year Total Total Incremental
Grade- Grade- Grade- Total Rate (%)
Grade-X
IX XI XII (IX-XII)
(IX-X) (XI-XII)
2008 301,304 229,243 530,547 81,795 62,421 144,216 674,763 Baseline
2009 339,703 250,741 590,444 84,228 77,624 161,852 752,296 11.49%
2010 362,268 286,547 648,815 95,354 83,939 179,293 828,108 10.08%
2011 275,880 326,282 602,162 99,596 90,352 189,948 792,110 -4.35%
2012 316,853 265,724 582,577 124,518 102,292 226,810 809,387 2.18%
2013 337,019 285,283 622,302 114,758 120,507 235,265 857,567 5.95%
2014 333,529 302,374 635,903 114,219 108,210 222,429 858,332 0.09%
Average Incremental Rate in Madrasah Education 4.24%

41
Source:
1. Table 4.3.6 Grade wise Enrollment by Management, Type and Sex, 2008, National Education Survey
(Post-Primary)-2008 Statistical Report, BANBEIS, page-147;
2. Table 4.3.7 Grade wise Enrollment (Grade 11-12), 2008, National Education Survey (Post-
Primary)-2008 Statistical Report, BANBEIS, page-147;
3. Table 4.3.6 Grade wise Enrollment by Management, Type and Sex, 2009, Bangladesh Educational
Statistics-2009, BANBEIS, page-111;
4. Table 4.3.7 Grade wise Enrollment (Grade 11-12), 2009, Bangladesh Educational Statistics-2009,
BANBEIS, page-112;
5. Table: Grade wise Enrollment by Management, Type and Sex, 2010, Pocket Book on Education
Statistics-2010, BANBEIS, page-66;
6. Table: Grade wise Enrollment (Grade 11-12), 2010, Pocket Book on Education Statistics-2010,
BANBEIS, page-66;
7. Table 4.3.5 Grade wise Enrollment by Management, Type and Gender, 2011, Pocket Book on
Education Statistics-2011, BANBEIS, page-90;
8. Table 4.3.6 Grade wise Enrollment (Grade 11-12), 2011, Pocket Book on Education Statistics-2011,
BANBEIS, page-90;
9. Table 5.3.5 Grade wise Enrollment by Management, Type and Gender, 2012, Bangladesh Education
Statistics-2012, BANBEIS, page-211;
10. Table 5.3.6 Grade wise Enrollment (Grade 11-12), 2012, Bangladesh Education Statistics-2012,
BANBEIS, page-211;
11. Table 5.3.5 Grade wise Enrollment by Management, Type and Gender, 2013, Bangladesh Education
Statistics-2013, BANBEIS, page-232&233;
12. Table 5.3.6 Grade wise Enrollment (Grade 11-12), 2013, Bangladesh Education Statistics-2013,
BANBEIS, page-233;
13. Table 5.3.5 Grade wise Enrollment by Management, Type and Gender, 2014, Bangladesh Education
Statistics-2014, BANBEIS, page-200;
14. Table 5.3.6 Grade wise Enrollment (Grade 11-12), 2014, Bangladesh Education Statistics-2014,
BANBEIS, page-200;
Therefore, it was measured that the average Enrollment Increment trend in madrasah education under
madrasah board is approximately 4.24%.

3.4.4.4 Enrollment Increment Trends in General and Madrasah Board (2008-2014)

Table 11: Average Enrollment Increment Trends in General and Madrasah Board

Total Enrollment in Class IX to XII (in number)

Year %
General Boards Madrasah Board Total

2008 3,214,653 674,763 3,889,416 Baseline

2009 3,564,807 752,296 4,317,103 11.00%
2010 3,756,473 828,108 4,584,581 6.20%
2011 3,854,146 792,110 4,646,256 1.35%
2012 4,008,821 809,387 4,818,208 3.70%
2013 4,179,128 857,567 5,036,695 4.53%
2014 4,502,684 858,332 5,361,016 6.44%
Average Incremental Rate of Enrollment under General & Madrasah Boards 5.54%

42
Source:
1. Total Enrollment in General & Madrasah Education Boards include SSC (Class-IX & X); Dakhil
(Class-IX & X); HSC (Class-XI & XII); and Alim (Class-XI & XII).

Therefore, it was measured that the average Enrollment Increment trend in general and madrasah education
under General and Madrasah Education Boards is approximately 5.54%.

3.4.4.5 Projected Enrollment of BTEB up to 2020

It was assumed that the average Enrollment Increment trends in General and Madrasah Education Boards
in SSC and HSC level is approximately 6% and 14% in BTEB.

Table-12: Projected Enrollment under BTEB with Projected Enrollment of 10 Boards

Projected Enrollment
% of BTEB
Year General & Projected
BTEB
Madrasah Boards Enrollment
(assuming 14% Total (10 Boards)
(assuming 6%
Incremental Rate)
Incremental Rate)
2014 5,361,016 809,435 6,170,451 13.11
2015 5,682,677 1,038,820 6,721,497 15.46
2016 6,023,638 1,184,255 7,207,892 16.43
2017 6,385,056 1,350,050 7,735,106 17.45
2018 6,768,159 1,539,058 8,307,217 18.53
2019 7,174,249 1,754,526 8,928,774 19.65
2020 7,604,704 2,000,159 9,604,863 20.82

Source:
1. BTEB Enrollment in 2014 includes SSC Voc (Class-IX & X); Dakhil Voc (Class-IX & X); HSC Voc
(Class-XI & XII); HSC BM (Class-IX & X); 1st & 3rd Semesters of Diploma (All); and Basic Trade
Course (360 hours).

2. Actual enrollment of BTEB in the year 2015 has been taken.

2500000

2,000,159
Enrollment (in Number)

2000000
1,754,526
1,539,058
1500000 1,350,050
1,184,255
1,038,820
1000000 809,435

500000

0
2014 2015 2016 2017 2018 2019 2020
Year

Figure-1: Projected Enrollment under BTEB with Projected Enrollment of 10 Boards

43
4. Findings
1. Percentage of BTEB Enrollment in Secondary Education-2014 is 11.01%;

2. Percentage of BTEB Enrollment in Higher Secondary Education and Diploma (All) 1st & 3rd
Semester -2014 is 16.18%;

3. Percentage of BTEB Enrollment in Secondary and Higher Secondary Education-2014 is 13.11%;

(Diploma 1st and 3rd semester students included as schooling group xi and xii)

4. The average Enrollment Increment trend in BTEB is approximately 13.84% which tends to 14%.

5. The average Enrollment Increment trend in general education under eight general boards is
approximately 5.81%;

6. The average Enrollment Increment trend in madrasah education under madrasah board is
approximately 4.24%;

7. The average Enrollment Increment trend in general and madrasah education under General and
Madrasah Education Boards is approximately 5.54% which tends to 6%.

8. The enrollment under Bangladesh Technical Education Board would be 20.82% by the year 2020, if
other educational factors remain unchanged.

5. References
1. The Technical Education Act 1967

2. General Economics Division, Planning Commission, June 2010, Outline Perspective Plan of
Bangladesh 2010-2021-Making Vision 2021 A Reality (Final Draft), Government of The People’s
Republic of Bangladesh, p-30.

3. General Economics Division, Planning Commission, April 2012, Perspective Plan of Bangladesh
2010-2021-Making Vision 2021 A Reality, Government of The People’s Republic of Bangladesh, p-87.

4. General Economics Division, Planning Commission, October 2008, Moving Ahead-National

Strategy for Accelerated Poverty Reduction II (FY 2009-11), Government of The People’s Republic of
Bangladesh, p-112.

5. General Economics Division, Planning Commission, December 2009, Steps Towards Change-
National Strategy for Accelerated Poverty Reduction II (Revised) FY 2009-11, Government of The
People’s Republic of Bangladesh, p-52.

6. Ministry of Education, 2010, National Education Policy, Government of The People’s Republic of
Bangladesh, p-24.

7. National Skills Development Council, 2011, National Skills Development Policy-2011, Government
of The People’s Republic of Bangladesh, p-37.

8. UNESCO Institute for Statistics, November 2009, Education Indicator Technical Guidelines, United
Nations Educational, Scientific and Cultural Organization, p-9-11.

44
9. Ministry of Primary and Mass Education, 2006, Non Formal Education (NFE) Policy, Government of
The People’s Republic of Bangladesh, p-4.

10. Bangladesh Bureau of Educational Information and Statistics (BANBEIS), March 2015, Bangladesh
Education Statistics-2014, Ministry of Education, p-40, 42, 43, 97, 163, 164, & 200.

11. Bangladesh Bureau of Educational Information and Statistics (BANBEIS), August 2014, Bangladesh
Education Statistics-2013, Ministry of Education, p-101, 102, 191, 232 & 233.

12. Bangladesh Bureau of Educational Information and Statistics (BANBEIS), December 2013,
Bangladesh Education Statistics-2012, Ministry of Education, p-94, 95, 174, 211.

13. Bangladesh Bureau of Educational Information and Statistics (BANBEIS), December 2012, Pocket
Book on Education Statistics-2011, Ministry of Education, p-39, 40, 71 & 90.

14. Bangladesh Bureau of Educational Information and Statistics (BANBEIS), August 2011, Pocket Book
on Education Statistics-2010, Ministry of Education, p-21, 54, & 66.

15. Bangladesh Bureau of Educational Information and Statistics (BANBEIS), December 2010,
Bangladesh Educational Statistics-2009, Ministry of Education, p-33, 36, 78, 111 & 112.

16. Bangladesh Bureau of Educational Information and Statistics (BANBEIS), December 2009, National
Education Survey (Post-Primary)-2008 Statistical Report, Ministry of Education, p-63, 103 & 147.

17. http://www.bteb.gov.bd/, dated: 22 December 2015.

18. http://www.btebcbt.gov.bd/login/auth, dated: 22 December 2015.

19. https://drsaraheaton.wordpress.com/2010/12/31/formal-non-formal-and-informal-learning-what-
are-the-differences, dated 22 December 2015.

20. https://en.wikipedia.org/wiki/Nonformal_learning, dated 22 December 2015.

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Bangladesh Technical Education Board
Agargaon, Sher-E-Bangla Nagar, Dhaka-1207
Web: www.bteb.gov.bd, www.btebcbt.gov.bd
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