Gateways Lifelong Learning in TVET for a Viable Future of Bangladesh

Procurement, production and proper utilization of ‘hightech’ is a major concern for the developing country like Bangladesh. Till now there have no learning center which can provide the continuing technical awareness and precaution among the community in Bangladesh. Most of the consumers and the stakeholders of the country are working every moment with modern amenities without academic ‘knowhow’. Thus, the article focuses on Lifelong Learning fasten with TVET perspective. It promotes the view that TVET canister to play a central role within any learning initiatives. The objective of the article is therefore to present the claim that Lifelong Learning Centers must have the relation with TVET framework to enable an effective interaction among the communities. The literaturebased methodology used to prepare this article for analysis the main issues covered. The idea that the article generated is not the country specific. Moreover, it will helpful as it needs for some other countries where TVET involved uttering the newness of technical inventions in the scientific society.

｢평생학습사회｣ 제7권 제2호(2011 31) pp 119～136 Journal of Lifelong Learning Society Gateways Lifelong Learning in TVET for a Viable Future of Bangladesh Md Abu Raihan (Islamic University of Technology) Seung Lock Han (Kongju National University) < Abstract > Procurement, production and proper utilization of ‘high-tech’ is a major concern for the developing country like Bangladesh Till now there have no learning center which can provide the continuing technical awareness and precaution among the community in Bangladesh Most of the consumers and the stakeholders of the country are working every moment with modern amenities without academic ‘know-how’ Thus, the article focuses on Lifelong Learning fasten with TVET perspective It promotes the view that TVET canister to play a central role within any learning initiatives The objective of the article is therefore to present the claim that Lifelong Learning Centers must have the relation with TVET framework to enable an effective interaction among the communities The literature-based methodology used to prepare this article for analysis the main issues covered The idea that the article generated is not the country specific Moreover, it will helpful as it needs for some other countries where TVET involved uttering the newness of technical inventions in the scientific society ∙ Key words : Lifelong learning, Technical and vocational education and training, Community learning center, Knowledge economy, Knowledge based Society 119 120 ｢평생학습사회｣ 제7권 제2호 Ⅰ Introduction Any country that evolved into a technological advanced one, TVET must have played an active and vital role as skilled manpower would have been required, also to enable its sustainability Lifelong education is central to strengthening the human capital base which supports the pillars related to skill building and national innovation systems This requires a holistic, approach to education development Comprehensive programs of lifelong learning education for dynamic economies encompass all levels: early childhood development, primary, secondary, tertiary, and adult continuing education within the context of the overall development framework of each country This also includes the areas covered by the Education for All(EFA) initiative as well as linkages with efforts to achieve the Millennium Development Goals(MDGs) In the st 21 century, workers need to be life long learners, adapting continuously to change opportunities and labor market demand soft he knowledge economy Lifelong learning, therefore, is not a luxury for any country Education systems in all countries will have to evolve in that direction Social development refers to a process of organizing human energies and activities to achieve anticipated results Social development increases the utilization of human potential(Garry Jacobsand & Harlan Cleveland, 1999) The global call of Education For All(1990) and the Dakar Goals(2000) with emphasis on access to quality education by all age-groups provoked many countries across the globe to explore various innovative practices TVET is the innovative learning and training mechanism based upon the techniques and theories lay by science and technology The realization of TVET is increasing because of globalization, and the growth of the knowledge economy, pose economic and technological challenges to education systems worldwide Thus, TVE and training systems became a turning point Resources to improve access to TVET and boost its quality are scarce; on top of which ever more needs arise The economic importance of knowledge and innovation is increasing, along with reliance on technology and demand for both traditional skills and new competencies People therefore need access to learning on an on-going, lifelong basis, which in turn requires a stronger alignment of institutions Gateways Lifelong Learning in TVET for a Viable Future of Bangladesh 121 and policies to create high performance, learner driven systems While Organization for Economic Co-operation and Development(OECD) countries have been adapting educational systems to these changes for some time, developing countries face a particularly acute challenge in this area According to European Commission lifelong learning in TVET is “all learning activities undertaken throughout life with the aim of improving knowledge, skills and competencies within a personal, civic, social or employment-related perspective.” The TVET is based upon the information of science and technology and that are frequently changing with time Indeed, the capacity of any country to attract appropriate and relevant investment is dependent on the pool of skills available(Brown et al., 2001) Thus lifelong learning is essential to integrate in TVET mechanism for continuing basic to enhance the technical awareness What need to consider in lifelong learning? Technical and vocational education and training(TVET) refers to education and training that prepares persons for gainful employment(Finch and Crunkilton, 1999) In other words, TVET refers to deliberate interventions to bring about learning which would make people more productive(or simply adequately productive) in designated areas of economic activity(e.g., economic sectors, occupations, specific work tasks) TVET has the potential to enhance human capabilities and enlarge peoples’ choices The benefits of TVET need to be more equitably distributed between men and women, and between rural and urban areas The beginning of TVET is difficult to trace as it connotes skills and competencies which has been embedded in surplus of other histories In the pre-historic hunting and gathering society, skills were passed from parent to child as members of small, usually related, migratory groups The transition from this stage to the settled cultivation of crops marks the beginnings of civilization and with it recorded history The education and training that occurred is best embodied in the Chinese proverb: ‘Give a man a fish and he will eat for a day Teach him how to fish and he will eat for a lifetime.’ Thus, take the degrees from the TVET institutions are not enough; after completion that to upgrade the knowledge and skill with lifelong education is more important The World Bank, International Labor Organization(ILO), United Nations Educational, Scientific and Cultural Organization(UNESCO), and other organizations have recently 122 ｢평생학습사회｣ 제7권 제2호 shown drive towards actively recognizing anew the role of TVET However, UNESCO who is at the forefront of TVET promotion, had the following objectives established at the Seoul Congress(UNESCO, 1999) One of the key goals of the Education for All(EFA) Framework for Action adopted in Dakar, Senegal, in 2000(UNESCO, 2000) stipulates that the learning needs of all youth and adults should be met through access to appropriate learning and life-skills programmes Since this is basically what TVET does, the linkage between the two thrusts already exists, but must be strengthened and broadened in the future At a UNESCO Expert Meeting held in Bonn, Germany, 25 to 28 October 2004, approaches and practices were presented to illustrate the contribution that TVET had made towards a more sustainable future - Learning for work, citizenship and a sustainable future is a joint responsibility of education, of the world of work, and of a variety of stakeholders in the formal and informal socio-economic environment It was contended that since education is considered the key to effective development strategies, technical and vocational education and training(TVET) must be the master key that can alleviate poverty, promote peace, conserve the environment, improve the quality of life for all and help achieve sustainable development With this, TVET has to re-orient its agenda for action so as to continually provide scientific and technical skills in Lifelong Learning programmes, and consequentially develop a new generation of human resources The contribution of Lifelong Learning is enormous to make a knowledge based society Learning from “cradle to grave” is an age-old maxim Human beings continue to learn throughout their lives from surrounding environments and experiences, and acquire necessary knowledge and life-skills for survival through informal and non-formal education The concept of Lifelong education is not a new discovery So, the purpose of the article is to integrate Lifelong Learning in TVET in Bangladesh perspective, it also identifies the requirements of Lifelong Learning for TVET, and the article suggested the policy for future implementation Gateways Lifelong Learning in TVET for a Viable Future of Bangladesh 123 Ⅱ Lifelong Learning and TVET: Pacific Island Countries(PICs) In many traditional societies of the Pacific Island Countries(PICs), the learning context for the people is life in their homes and communities People learn by living their role-specific tasks and responsibilities They actively learn and grow into knowledge More important, they learn by keeping close to village elders and people of quality(Bakalevu, 2003) They are the repositories of traditional knowledge and provide guidance and training So education in the community is largely aimed at continuing the social order and maintaining the status(Thaman, 2003) In the formal education sense, Lifelong Learning is broad-based, encompassing education and training in both the formal and informal sectors(Veramu, 2008) It is broad in character, extensive in coverage and diverse in content, methodology and participants(Kedrayate, 1997: 33) The most commonly understood role of Lifelong Learning is the provision of alternative education to individuals who have left school and require training for gainful employment Some may have left without attaining the necessary school-leaving certificates and need some bridging course to fill important gaps and bring them up to standard Others may be already employed but wish to acquire new skills to keep abreast with new times, new knowledge and new development In support of the EFA Goals, the(Pacific) Forum Education Ministers’ Meeting (FEdMM) in 2001 had placed emphasis on skills development in all forms of education and training EFA Goal that referred to “ensuring that the learning needs of all young people and adults are met through equitable access to appropriate learning and life-skills programs” included education for employability(Maclean, 2009) Teasdale(2009) suggests that Lifelong Learning services and effective lifelong approaches that emphasize the development of life-skills and livelihoods can actually work to strengthen the closer articulation between the different levels of education primary and secondary school as well as TVET and the world of work An important thread that needs to be running through the levels is a deep grounding in local cultures and a strong sense of identity Lifelong Learning policies in PICs are at different stages of development and 124 ｢평생학습사회｣ 제7권 제2호 implementation Already a number of Lifelong Learning projects and programs are being undertaken by different groups like NGOs, Churches and communities The Tutu Marist Training Centre in Fiji and the Waan Aelon in Majel(Canoes of the Marshall Islands) or “WAM” project of the Marshall Islands are two of the most successful ones(PFS, 2007) They also resemble the alternative form of open schooling(Daniel & Ferreira, 2008) The Education Ministers Forum on non-formal education asserted that Lifelong Learning “has the potential to provide a proactive learning approach as a system, process and setting and become a dynamic force for change in the Pacific”(PFS, 2007) They have called for a holistic approach to strengthen policy and resource provisions, establish constructive links between all systems, develop curriculum materials, co-ordinate capacity building and put in place quality control measures Speaking at a regional TVET workshop in Palau, UNESCO consultant Rupert Maclean(2009) shared the UNESCO view of education as the key to development, and TVET as “the educational master key that opens a door for any country struggling to survive”(p 23) It is the key “because it facilitates skills development and employability.” “If TVET training is available to all who require it, there will be a reduction in poverty, a movement towards equity and fairness, and disadvantage will diminish.” Lifelong Learning in TVET premises is enormous for PICs Maclean, R.(2009) added: TVET educational provisions are comprehensive and include apprenticeship training, technical vocational education, occupational education, vocational education and training, career and technical education, and continuing vocational education and training Maclean called for the community to be convinced of the importance of TVET as a provider of life skills for employment and citizenship, initiative and self-sufficiency, and self employment Ⅲ Integration of Lifelong Learning in TVET There are almost 200 mid-levels Technical and Vocational Institutions for human Gateways Lifelong Learning in TVET for a Viable Future of Bangladesh 125 resource development(HRD) in Bangladesh The Directorate of Technical Education(DTE) is entrusted with the responsibility for management of technical education and the Technical Education Board(TEB) is responsible for management of public examinations The students completing junior secondary education of grade VIII may take the opportunity for doing vocational certificate courses at grade IX, X, XI, and XII The minimum qualification for entrance to any to years certificate and diploma level technical education courses in colleges, polytechnic, mono-technic institutes is SSC The total enrolments of students in TVET institutions were 112,060 in 2001 in TVE stream in Bangladesh The Lifelong Learning Center will play the vital role in TVET institutions by absorbing a large number of students However, Bangladesh has limited infrastructure of lifelong education Thus, it is the important issues for establishing more by the local government in Bangladesh As a developing country, Bangladesh stressed on TVET for HRD However, integration of Lifelong Learning in TVET mechanism can open the new routes for produce the competent manpower by providing contemporary information from lifelong education centers Another issue is the rural-urban disparity in education in Bangladesh There exists disparity in respect of the availability of facilities and opportunities for quality education in the rural and urban areas though attempts have been made to remove it There are comparatively lesser facilities for quality education in the rural areas The areas of concern in rural education are poor classroom environment; less qualified teaching staff, laboratory facilities, library facilities, ICT education facilities etc The drop-out rate at different levels of education is also higher in the rural sides than the urban areas A good sign is that most of the TVET institutions are in rural areas Thus, Bangladesh government should have the initiatives to establish the Lifelong Learning Centers in rural areas to improve both the education and quality of living There are dropouts at different levels from primary to tertiary level of education in Bangladesh A Lifelong Learning based TVE system can make them capable by providing quality information, education and training in different job-oriented trades As always, lifelong education should share their best practices as they proceed through the integration process Lifelong Learning is responsible for building new knowledge and skills required for TVET It is a continuous process of shearing and continuous 126 ｢평생학습사회｣ 제7권 제2호 acquisition of knowledge and skill The Lifelong Learning is extremely required in TVET to meet the demand of the scientific society TVET is the way of continuing learning based on upgrading experience and competencies required in life-time The modern technologies are ever changing and so people learning the fresh to cope up the demand of the digital era It should be kept in mind that “today’s technologies are going to be old in tomorrow.” The enlargement of competencies and accomplish the same in appropriate place almost impossible without Lifelong Learning The TVET is scientific techniques based on highly demandable field where a great deal of learning needed beyond the formal education system to match and to capture the demand of the glove The TVET institutions are the store house of technical information, and so this information will transmit in the society among the communities through lifelong learning centers Thus, lifelong learning centers deliberately required to make linkage with TVET for serve the demand of continuous change, continuous reconstruction, continuous development and continuous lifelong improvement The conceptual framework of lifelong education/learning has undergone a tremendous change since 1970s The UNESCO International Education Commission Report in 1972, laid stress on two fundamental ideas : lifelong education and the learning society and appealed to all nations of the world to reorganize their educational systems so that all agencies in a society become providers of education, allowing the citizens take advantage of the opportunities leading to lifelong education and learning society The idea was further strengthened by the UNESCO appointed Education Commission Report(Delors, 1996) The report, enunciating the vision of education for the 21th century, stated: “The concept of learning throughout life is the key that gives access to the 21th century It goes beyond the traditional distinction between initial and continuing education It links up with another concept that of the learning society, in which everything affords an opportunity for learning and fulfilling one’s potential.” The main reason of technology change is changing the outlook, changing the views, changing the philosophies, changing the scientific rules and theories In that ways technical and vocational education is changing Thus Lifelong Learning is an integral component of TVET mechanism The modern societies have massive opportunities of research for “change” that we need The TVET cannot demarcate by the line of formal Gateways Lifelong Learning in TVET for a Viable Future of Bangladesh 127 and nor-formal education Reasonably, the competencies of technical education are required whole through the life Because, living and working environment will be changing in every stage of life Ⅳ Present Status of Lifelong Learning in Bangladesh Though the concept of lifelong education is old yet it has limited implication in Bangladesh The sixth International Conference and Adult Education held at Belem in Brazil, affirmed that “ ‘Lifelong Learning from cradle to grave’ is a philosophy, a conceptual framework and an organizing principle of all forms of education based on conclusive, emancipator, humanistic and democratic values, and that it is all encompassing and integral to the vision of a knowledge-based society(CONFINTEA VI, 2009).” The absence of the concept of and provisions for lifelong learning according to the needs and motivation of citizens and skill and knowledge requirements of the society, leading to a learning society, is no doubt an unfortunate lacuna in the national education policy in Bangladesh Without adequate provision for retaining the newly acquired literacy skill by the illiterates and school dropouts, the danger of losing much of the impact of acquired literacy skills is always there One of the devices to retain the literacy of the neo-literate, particularly the adolescents and the adults, who not intend to enter into the formal system of education, is organizing multi-purpose community learning centers at the doorsteps of the neo-literate poor population From this perspective, the Ganokendra(peoples centre) approach of Dhaka Ahsania Mission(DAM) [www.ahsaniamission org.bd] in Bangladesh is analyzed as a model at the community level offering opportunities for continuous updating of knowledge and Lifelong Learning Ganokendra has established in 1984 by the NGO with the divine aims to provide lifelong educations, to enhance adult learning of the entire community in Bangladesh On the initiative of DAM, Ganokendra[http://www.iiz-dvv.de/index] are organized to facilitate institutionalized support for the people in the community towards improvement of quality of life, social empowerment, and economic self-reliance Based on the 128 ｢평생학습사회｣ 제7권 제2호 organizational learning of DAM over many years and collaborative activities with UNESCO in achieving EFA Goals in the Asia-pacific region, DAM worked persistently to develop a contextually appropriate Community Learning Center(CLC) model, which gradually becomes branded as Ganokendra Ganokendra addresses the learning needs of local people, particularly the neo literates, from a Lifelong Learning perspective The users of Ganokendra gradually strive to reach advanced learning level through various education packages Ganokendra is accessible to all people in the area, not just the neo-literates from literacy centers Out-of-school children, people with limited reading skills, school dropouts, students, farmers, parents, community leaders It is used as a place for training and issue-based discussion and its activities are linked with socio-economic and environmental programmes Though due to a number of constrain like economy, adequate facilities, human recourses, perfect infrastructures Ganokendra has no link with TVET organization Yet as a centre to promote Lifelong Learning, Ganokendra meets diverse learning needs of the people in the community Types of learning materials vary, covering textbooks for children, adolescents, and adults, graded post-literacy materials and continuing education materials Variety also exists in the format of educational materials – book, chart, card, poster, game, newsletter, and wall magazine, folder, leaflet, puzzle, sticker, CD and video There is a variety in contents of learning materials, covering issues like, water and sanitation, gender, life skills, income generation, health and nutrition, HIV/AIDS, drug abuse prevention, population, culture, human rights, child and women trafficking prevention, environment, etc Over the years, along with the functional expansion of Ganokendra roles, there has also been geographical expansion of organizing across Bangladesh The study on DAM Ganokendra(2009) shows that starting with 20 Ganokendra in 1992, as of December 2009; there were 753 Ganokendra in operation spread over in 87 Unions of Districts Of these, 50 have been phased out as self-supporting centers and 262 more Ganokendra are in the phase out process Conclusively, Access to the market and the world of work has been facilitated to “have enhanced what people were already engaged in to create added value.” The Lifelong Learning Centers are essential for Bangladesh for socio-economic and cultural Gateways Lifelong Learning in TVET for a Viable Future of Bangladesh 129 development Though Lifelong education in Bangladesh is leapfrogging, yet the Ganokendra, the only one Lifelong Learning Center with its sub-branches are working from the grassroots’ levels in Bangladesh to improve the quality of life However, up to now there have no linkages between Lifelong Learning Centers and the technical and vocational education institution in Bangladesh Incorporation of lifelong education is essential for TVET organizations The lifelong learning in TVET has the worthwhile future in Bangladesh Ⅴ Suggested Lifelong Learning Strategy Implication Models for TVET in Bangladesh SEAMEO(2001) identified the important trends and directions for TVET in its member nations; the concept of Lifelong Learning for TVET was foremost of them Lifelong Learning is a policy area that overlaps with other policy objectives and which calls for policy integration In the following it would be looked at Lifelong Learning in relation to: (1) TVET as a policy area, and (2) An approach to TVET strategy development TVET Policy and Lifelong Learning TVET Access to TVET Demand oriented TVET for all Programmes Policy Areas Social partners governance Lifelong Learning Effective use of funds The article suggested TVET building blocks are (1) physical infrastructure, (2) teachers(in-service training), (3) curriculum, assessment and certification, (4) management and administration structure, (5) national qualifications system As a developing country, Bangladesh has various limitations with its economic crisis To integrate lifelong learning is not impossible but a bit difficulty for the country Thus with an elaborate study and document analysis of the country; the article proposed the TVET policy for lifelong education The article also mentioned with emphasis the five building 130 ｢평생학습사회｣ 제7권 제2호 blocks of TVET The building blocks are very important for the country in the integration context of lifelong education in TVET The same concepts may apply some other countries in the world TVET Policy to Deliverables TVET building blocks physical infrastructure TVET policy areas access to TVET for all demand social oriented partners TVET governance Programmes teachers (in-service training) lifelong learning effective use of funds TVET System deliverables curriculum, assessment and certification management and administration structure national qualifications system (1) Lifelong Learning - Physical infrastructure : TVET institutions should be accessible for young and adult learners – a relevant geographical coverage of institutions, provision of transport facilities, cooperation between different types of institutions(the social context of Lifelong Learning) The facilities should support both young and adult learners’ learning requirements (2) Lifelong Learning - Teachers : Focus on learning- the lifelong learners- plan their own learning, assess their own learning, are active rather than passive learners, learn in both formal and informal learning settings, learn from their peers, teachers, mentors, etc integrate knowledge from different subject areas when required, use different learning strategies for different situations The flexibility in teaching roles, methods and delivery: young and adult learners, theory and practice, teacher and Gateways Lifelong Learning in TVET for a Viable Future of Bangladesh 131 associate teaching role, scheduling of learning to facilitate participation, in-service up-grading and guidance and counseling (3) Lifelong Learning - curriculum, assessment and certification : A learning not a teaching curriculum – consequently the curriculum should facilitate that the learners: become able to contextualize what they and know by seeing it as part of a whole, have an intellectual basis for criticizing existing knowledge and practice and conceiving alternatives, are able to apply what they know in new situations, are able to connect what they know to the knowledge of other specialists, whether in educational institutions, workplace or elsewhere, are able to take responsibility for their own learning, are able to focus on competence and not only on acquiring knowledge(learning objectives), are able to learn in a wide variety of learning sites, styles and methods, etc There are a lot of key competences may suggest such as communication in the mother tongue, communication in foreign language, mathematics and basic competences in science and technology, digital competence, learning to learn, social and civic competences, sense of initiative and entrepreneurship, cultural awareness and expression It is also encourage to recognition to prior learning(accreditation of work based learning) and apprenticeship programmes (4) Lifelong Learning - national qualification framework : Improving the mobility between TVET, general education and labor market, exit and entry(re-entry) points, No dead-end training parts, establish and maintain equivalence charts between formal and TVET degrees and define prerequisites needed for movement between education and training tracks (5) Lifelong Learning - management and administration structures and procedures : The management is suggest to make partnership with new learning venues, partnership between learning institutions, learning institutions and enterprises, libraries, radio etc (the social context of Lifelong Learning), Open up TVET institutions for learning outside the “normal teaching hours”, capacity to overlook relevant market trends and translate findings into accessible Lifelong Learning initiatives Moreover, establish links between the management structures of overlapping policy areas The administrative 132 ｢평생학습사회｣ 제7권 제2호 structures or procedures will focus on getting the learner into the programmes and not become a barrier for participation, meet people where they are(enterprises, libraries, residential areas etc.), have information ready and available that takes its point of departure of the learner, and finally facilitate recognition of prior learning The Lifelong learning in TVET system is not cheap rather it will be expensive for the developing country Thus the means of financing should be considered The public funds are limited, thus diversifying sources of financing TVET, i.e raising revenues from non-traditional sources is important Moreover, it is highly required to improving the efficient use of existing resources It should be distinguish how funds are generated, disbursed, and governed The International Forum of Lifelong Learning, held in Shanghai on the occasion of the WORLDEXPO 2010 in China, was organized to “strengthen the momentum for lifelong learning into practical action for building Lifelong Learning system.” Besides identifying the key measures for further development and promotion of Lifelong Learning, the Forum report stressed that “lifelong learning is not an option any longer, and it is not just a necessity, it is an obligation that has to be made collectively by all.” The world advances fast To keep pace with the newest norm of technical technique and most effective ways of teaching where, the teachers must study As it does not have a particular limit, it continues throughout the life of a teacher It is sure that we live in an information rich society Teaching for understanding, multiple intelligences, critical and creative thinking, assessment of learning and learning through the arts are very important points in the process of lifelong learners Lifelong learning is a way of instruction and a way of life The national education policy implementation committee recently constituted by the government has been entrusted with an important responsibility We believe that the committee will rise to the occasion and prove worthy of the trust reposed on them by the government and fulfill the aspirations of the people Along the way, the committee is expected to find reasonable space and opportunities for accommodating the conceptual framework of lifelong learning leading to learning society with the ultimate goal of establishing a knowledge-based society by expanding TVET And, hopefully, the enlightened future generations will build a truly democratic and secular society in Gateways Lifelong Learning in TVET for a Viable Future of Bangladesh 133 Bangladesh based on Lifelong Learning by means of TVET Sometime, it has become problematic for many educators and practitioners who have come forward with such terms as “Lifelong(L) Earning” and “Learning to Earn” as their succinct criticism of the way the term is being promoted Research has shown that students involved in TVET courses at secondary level have far lower drop-out and repeater rates than students in the pure academic streams(Maclean, 2009) However, instead of simply focusing on curriculum choice Maclean suggests a total curriculum reform that includes a reform of teacher education It is true that “good schools require good teachers”(Delors, 1996) The need now is for innovative teacher training that integrates the areas of material development, learner support and the use of ICT(Daniel and Ferreira, 2008) TVET and flexible lifelong learning have the advantage of being less expensive compared to the conventional school system(Daniel & Ferreira, 2008; Maclean, 2009) A TVET curriculum offered through lifelong education approaches has the potential to change a stalled system that works only moderately well for many students and not at all for some Ⅵ Conclusion The knowledge is created and learned in TVET institutions Thus the prospect and progress of the countries highly depend upon its expansion The majority poor and vulnerable people in Bangladesh have the general lack of institutionalization especially in post-literacy level Most of the people live in rural areas and illiteracy, ignorance there is not uncommon The literacy and technical awareness program is inadequate as the people didn’t get chance to put those ideas into practice Thus, the multi-purpose Community Learning Centers(CLC) linked with TVET is truly essential to establish in Bangladesh from where the community people will learn about ‘high-tech’ effectively They will must gain the required technical ‘know-how’ to improve the quality of life, social empowerment, economic self-reliance, changes their attitudes and behavior both at the household level and the community level The purpose of a system of TVET should be to fertilize the intelligence of a nation 134 ｢평생학습사회｣ 제7권 제2호 and provide the environment resulting from the Technicians, Engineers, Technologists and Researchers In the current system of education it is not possible to update them without making the link with Lifelong Learning Centers(LLC) The lifelong education in Bangladesh requires priority attention was pointed out some key areas in this article This is not a one-shot affair and requires a mechanism to continue to focus with key players in this process, priorities and their implementation The CLC or LRC, albeit small, yet they have vital role in Bangladesh society to improve the community life Their functions will be faster, more fabulous and more fruitful if they could have the chance to integrate TVET institutions as well to provide the technical knowledge and practice in the entire communities Thus, it will cater the diverse learning needs of the community facilitates to exchange of experience and dissemination the success by correct the mistakes Referecnes Bakalevu, S.(2003) Ways of mathematising in Fijian society In K H Thaman(Ed.) 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Educational ideas from Oceania(pp 3-12) Suva, IOE, USP UNESCO(2001) Revised Recommendation Concerning Technical and Vocational Education (1999) in Normative instruments concerning Technical and Vocational Education, http://www.unevoc.unesco.org/pubsdir.php?akt=id&st=&id=UNESCO+publications+1&lg=en Veramu, J.(2008) Lifelong learning policies and practices in the Pacific Islands In Dorovolomo et al.(Ed) Pacific education: Issues and perspectives(pp 109-125) Suva, USP ▮ ▮ ▮ ▮ ▮ ▮ ▮ ▮ ▮ ▮ ▮ ▮ 저 자 정 보 ▮ ▮ ▮ ▮ ▮ ▮ ▮ ▮ ▮ ▮ ▮ ▮ ▮ 성 명 : Md Abu Raihan 소 속 : 방글라데시 이슬람 기술대학교 교수 연 락 처 : maraihan.iut@gmail.com 연구분야 : 교육공학, 직업훈련, 평생교육 성 명 : 한승록 (Han, Seung Lock) 소 속 : 공주대학교 교육학과 교수 연 락 처 : hsrcom@kongju.ac.kr 연구분야 : 교육공학, 직업훈련, 교육과정 개발 136 ｢평생학습사회｣ 제7권 제2호 방글라데시의 직업기술교육 및 훈련(TVET)을 위한 평생학습 엠디 아부 라이한 (이슬람 기술대학교, 방글라데시) 한 승 록 (공주대학교) 하이테크의 개발과 활용은 방글라데시와 같은 개발도상국가들이 갖는 주요 관심사의 하나이다 이들 개발도상국가들은 하이테크기술에 대하여 지속적으로 인식하고 대비하도록 하는 학습센터와 같은 기구 를 아직 갖추지 못하고 있다 이들 국가들에서 대부분의 소비자들은 이들 현대적 하이테크 성과물들을 어떤 과학적 지식이 없이 단지 편의에 따라 사용하고 있을 뿐이다 이 논문은 이와 같은 하이테크 기술 에 대한 직업기술교육 및 훈련(TVET)에 관계된 평생학습에 초점을 두었다 이 논문은 직업기술교육 및 훈련에 관한 교육프로그램을 추진하는데 있어서 중심적 역할을 수행할 수 있는 어떤 장치를 제안하 고자 하였다 따라서 이 연구는 평생학습센터가 수강생들과 개발자들, 교수자 및 정보제공자들과 효과적 으로 상호작용할 수 있도록 직업기술교육과 연계되어야 한다는 것을 제안하는 데에 목적을 두었다 이 연구는 문헌분석을 통하여 관련 문제들을 검토하였다 분석된 문제들은 방글라데시에서 디지털 정보의 확산으로 야기되는 문제들과 이에 대처하기 위하여 직업기술교육 및 훈련을 수행하기 위한 지역자원센 터가 지속적으로 요구된다는 것을 제안하였다 이 연구는 평생학습의 효율성은 끊임없이 변화하고 있는 지식과 정보에 대처할 수 있는 학습자의 능력에 달려있다고 주장하였다 이 연구에서 제기한 아이디어는 어느 특정지역에만 해당되는 것이 아니라 새로운 과학적 진보를 위해서 직업기술교육을 필요로 하는 어 느 지역에서도 도움이 될 것이다 이 논문은 국가적 기준에 합당한 평생학습이 다양한 분야의 과학적 정보원을 가진 학습자들의 적극적 참여를 필요로 하는 직업기술교육 분야에서의 교육의 중심이 되어야 한다는 것을 제안하였다 그렇기 때문에 이 논문은 평생교육에 관한 정책과 규정의 개발 분야와도 관련 된다 ∙ 주요어 : 평생교육, 직업기술교육 및 훈련, TVET, 평생학습센터, 지식 기반 사회 접 수 일 : 2011 07 08 심 사 일 : 2011 08 04 게재확정일 : 2011 08 19 ... teacher and Gateways Lifelong Learning in TVET for a Viable Future of Bangladesh 131 associate teaching role, scheduling of learning to facilitate participation, in- service up-grading and guidance and... Lifelong Learning for TVET, and the article suggested the policy for future implementation Gateways Lifelong Learning in TVET for a Viable Future of Bangladesh 123 Ⅱ Lifelong Learning and TVET: Pacific... Integration of Lifelong Learning in TVET There are almost 200 mid-levels Technical and Vocational Institutions for human Gateways Lifelong Learning in TVET for a Viable Future of Bangladesh 125 resource