NTVQF Report - Upload PDF

A Report
On
MATCHING OF NTVQF QUALIFICATION WITH THE
OCCUPATIONS OF PRESENT EMPLOYMENT MARKET
Respondent Graduates’ Satisfaction Rate
NTVQF Certified Respondent Graduates of Different Occupation
Employers’ Satisfaction Rate

Acceptability in Employment
Market
(95.9%)
(88.4%)
Employed/Self employed Rate
(94.4%)
-
Acceptability and Matching

Rate (92.9%)
Employed Self-employed Un-employed

100.0%
80.0% 73.0%
60.0% 54.8%
39.8%
40.0%
20.0% 11.7% 15.3%

5.4%
0.0%
Graduate RPL Graduate RTO
Bangladesh Technical Education Board

8/C, Sher-E-Bangla Nagar, Agargaon, Dhaka-1207
Web: www.bteb.gov.bd, www.btebcbt.gov.bd
September 2018
MM a t c h i n g o f T Matching
VQF of NTVQF Qualification with the Occupations of Present Employment Market
Qualification with the
Occupations of
Published by
Bangladesh Technical Education Board (BTEB)
8/C, Sher-E-Bangla Nagar, Agargaon, Dhaka-1207.
Web: www.bteb.gov.bd, www.btebcbt.gov.bd.
Chief Advisor
Md. Mostafizur Rahman
Chairman
Bangladesh Technical Education Board, Dhaka.
Supported by
Md. Mahabubur Rahman, Secretary, Bangladesh Technical Education Board, Dhaka.
Md. Akteruzzaman, Director (Curriculum), Bangladesh Technical Education Board, Dhaka.
Dr. Sushil Kumar Paul, Controller of Examination, Bangladesh Technical Education Board, Dhaka.
Engr. Abdul Quddus Sarder, Inspector, Bangladesh Technical Education Board, Dhaka.
Reviewed by
Dr. Muhammad Shahadat Hossain Siddiquee
Associate Professor
Department of Economics, University of Dhaka, Dhaka-1000.
Cell Phone: 01719397749, E-mail: shahadat_eco@yahoo.com.
Principal Investigator
Dr. Raju Muhammad Shahidul Islam
Deputy Director (Research)
Cell Phone: 01556622655, E-mail: rmsislam@gmail.com.
First Published
September, 2018.
Cover Design & Print

&
Graphics Arts Institute, Sat Masjid Road, Mohammadpur, Dhaka-1207.
Price : TK 475.00
US$ 40.00
ISBN: 978-984-34-4856-9
Copyright@ Bangladesh Technical Education Board, Dhaka.

All rights are reserved. Any part of this publication may be reproduced or translated in any form for
professional purpose without prior permission, but acknowledgement will be appreciated.
ii M a t c h i n g o f N T V Q F Q u a l i f i c a t i o n w i t h t h e O c c u p a t i o n s o f P re s e n t E m p l o y m e n t M a r k e t
Message
Nurul Islam Nahid, M.P

Minister
Ministry of Education
Government of the People’s Republic of Bangladesh
I am glad to know that Bangladesh Technical Education Board (BTEB), the statutory body of Bangladesh Government
to organize, regulate, supervise, control and develop technical education within the country, has conducted a survey
on “Matching of NTVQF Qualification with the Occupations of Present Employment Market” and prepared a
holistic research report based on collected data. This report is focusing on some essential indicators of effectiveness
of the newly formed Competency Based Training & Assessment (CBT&A) system which is guided by National
Technical and Vocational Qualification Framework (NTVQF) under 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 by NTVQF throughout the country.
We consider ‘Education’ is our priority and ‘Technical Education’ is the priority among the priorities. The government
has taken a series of initiatives to increase enrollment in Technical and Vocational Education and Training (TVET)
which 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 Bangladesh’s competitiveness in the global employment market. We stress to prepare with quality
education and skill training for ensuring decent work for all. Knowledge, Skills and Innovation are three driving
forces of global economic growth and social development. Government aims to ensure quality in skills development
which is the potential and the best opportunity for economic transformation and demographic dividend.
I believe that among many other issues, this report focuses on the employment status, job satisfaction and the
employability of the NTVQF certified graduates which are very important to assess the effectiveness of CBT&A
system and appropriateness of BTEB curriculum. The data shows that the employment & self-employment rate is
94%, job satisfaction rate of the NTVQF certified graduate is 96% (approx.) and employer’s satisfaction rate is 88%
which is highly inspiring for continuing upgradation skills training and assessment system as BTEB does. I hope,
this report will be a pathfinder for upholding Competency Based Training & Assessment System for certifying our
workforces align with NTVQF.
I would like to congratulate the members of the survey team on their painstaking effort to bring out the report. 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. I also believe that the survey report
will serve as a vital source of data/information for further research.
Best Wishes.
Joy Bangla; Joy Bangabandu.
(Nurul Islam Nahid, M.P)
VQF of NTVQF Qualification with the Occupations of Present Employment Market iii
Occupations of
Message
Kazi Keramat Ali, M.P

State Minister
Technical & Madrasah Education Division
Bangladesh needs highly skilled workforce to address the present demand-supply gap in various industries.
The Government aims to produce globally competitive with matching industry specific Bangladeshi
workforce through standardized technical education system. BTEB has been implementing Competency
Based Training & Assessment (CBT&A) system since 2012 which is guided by National Technical and
Vocational Qualification Framework (NTVQF) under National Skills Development Policy 2011.
It is my immense pleasure to know that BTEB has conducted a survey on “Matching of NTVQF Qualification
with the Occupations of Present Employment Market” and prepared a comprehensive research report
based on collected data. This report is focusing on effectiveness of the Competency Based Training &
Assessment (CBT&A) system through its intended research objectives related to the employment status
of the NTVQF certified graduates, to what extent the levels of job satisfaction of the graduates have, and
what are the levels of satisfaction of the employer with the graduates’ performance. I hope that the findings
generating from this survey and recommendation made on the basis of the findings will immensely help us
in policy formulation for the development of TVET system in Bangladesh.
I would like to congratulate all the members of the survey team who are involved in the long process
of conducting research and preparing the cross-analytical report. I hope the publication will serve as a
reference book for all stakeholders including policy-makers, academics, researchers and students dealing
with education and technical sector.
Best Wishes.
Joy Bangla; Joy Bangabandu.
(Kazi Keramat Ali, M.P)
iv M a t c h i n g o f N T V Q F Q u a l i f i c a t i o n w i t h t h e O c c u p a t i o n s o f P re s e n t E m p l o y m e n t M a r k e t
Message
Secretary
Technical & Madrasah Education Division
This is my enormous gratification to state that BTEB is going to publish the survey report on “Matching
of NTVQF Qualification with the Occupations of Present Employment Market”. As a newly formed
certification system in Bangladesh, there is no research based evidence for ensuring the effectiveness of
the CBT&A system. Therefore BTEB requires reviewing the CBT&A system with a view to promoting
the system for mass people certification. At this stage BTEB envisages to trace out the NTVQF certified
graduates (i.e., RTO and RPL), industry assessors, teacher/trainers and employers for measuring the
effectiveness of the CBT&A system.
In order to enhance the recognition of the skilled workforces who are contributing in the employment
market, the study is an effort to answer of the following research questions linked with the research
objectives, such as what is the employment status of the NTVQF certified graduates, to what extent the
levels of job satisfaction of the graduates have, and what are the levels of satisfaction of the employer with
the graduates’ performance.
Hence, I hope this attempt will provide great imperatives for BTEB officials, TVET personnel, employers
as well as the researchers and policy makers for further improvements in the execution of such nationwide
programs in Bangladesh through formulating strategies for promoting the system to the mass people. I also
hope that the meticulous effort will be helpful for formulating strategies for the Five Year Plan, Annual
Development Program (ADP) to achieve Perspective Plan 2010-2021 and Sustainable Development Goals
(SDGs).
I express my thanks to all the members who are involved in the process of conducting this survey as well
as publication of this report.
(Md. Alamgir)
VQF of NTVQF Qualification with the Occupations of Present Employment Market v
Occupations of
Message
Professor Syeda Tahmina Akhter
Director
Institute of Education and Research (IER)
University of Dhaka.
Development of a nation is mostly reliant on the availability of educated, knowledgeable and skillful
workforce. Our population is our resources but skilled population is the capital. This is the biggest asset
that a country with limited land space like ours requires large pool of competent manpower to achieve
the sustainable development ambition of becoming a middle income country by 2021 and earn develop
country status by 2041. The 7th Five Year Plan (FY 2016-2020) has rightly identified “Education and
Technology” as one of the key sector require for achieving our development goals. The world community
has acknowledged Bangladesh for impressive performances in the education and the technology sector.
Technical and Vocational Education and Training (TVET) is the key area to focus for continuing this
success for future Bangladesh.
It is in this context, the preparation of a report on “Matching of NTVQF Qualification with the Occupations
of Present Employment Market” on the basis of collected data from a survey conducted by Bangladesh
Technical Education Board (BTEB), is the laudable attempt for creating a resource of research based data
for TVET, as its commitment. I would like to congratulate BTEB for publishing the report which will be
a great effort useful for better planning, decision making and resource allocation for the policy makers.
I hope that the findings and recommendations incorporated in this report will help us to take proper action
for skills development in the country. I also hope the publication will serve as a reference book for all
stakeholders, academics, researchers and our students who are dealing with diversification of education.
I express my thanks to all the members and officials of BTEB who are involved such kind of painful and
laborious job of conducting research. I, do, believe that their supreme efforts will be essentially contributive
for achieving the country’s development target.
(Professor Syeda Tahmina Akhter)
vi M a t c h i n g o f N T V Q F Q u a l i f i c a t i o n w i t h t h e O c c u p a t i o n s o f P re s e n t E m p l o y m e n t M a r k e t
Message
Md. Amir Hossain, PhD
Professor
Institute of Statistical Research and Training (ISRT)
University of Dhaka.
I am delighted to know that Bangladesh Technical Education Board (BTEB) is going to officially publish
the report of the study “Matching of NTVQF Qualification with the Occupations of Present Employment
Market” which is the first ever study of this type conducted by BTEB using its own resources. Publication
of this report has special significance because of mainly two reasons. Firstly, research wing of BTEB started
its assigned duty of conducting research through this study and secondly, findings and recommendations of
this study will help planners and policy makers to develop effective skill development plan in compliance
with the national objective of creating skill human resources.
From planning stage of the study to the publication of the study report, standard research practices were
followed properly. Measures have been taken for curbing all types of sampling and non-sampling error.
Data were analyzed using standard statistical tools. As one of the members of the study team I had the
opportunity to be involved in this study from the very beginning.
Among many other issues, this report focuses on the employment status, job satisfaction, and employability
of the NTVQF certified graduates which is very important to assess the effectiveness of CBT&A system
and appropriateness of BTEB curriculum. I hope findings of this study will be a helpful reference material
for stakeholders, researchers, and academicians for further research on this related topics.
Finally, I would like to express my sincere gratitude and thanks to all the members of the study team and
all officials of BTEB who were involve directly or indirectly in this first ever endeavor of BTEB. I hope
BTEB will strengthen its research wing and continue this type of research work in future.
(Md. Amir Hossain, PhD)
VQF of NTVQF Qualification with the Occupations of Present Employment Market vii
Occupations of
Acknowledgement
Chairman
Competency Based Training and Assessment (CBT&A) is a system that is designed to develop the learners
to demonstrate their ability to do. Competency Based Training and Assessment is usually taken to be
a blend of knowledge, skills, attitudes, experience. The emphasis of Competency Based Training and
Assessment is on ‘Performing’ rather than purely ‘Knowing’. Learners can progress through the system in
a flexible way tailored to their training needs and career plans. Learners achieve recognized qualification
at each step which makes them more employable. Employers know exactly what skills and knowledge any
qualification entails. Employers and Employees can easily assess skill gaps for any specific job and decide
on the type of training needed to fill the gaps.
Bangladesh Technical Education Board (BTEB) is a statutory body mandated to implement National
Technical and Vocational Qualification Framework (NTVQF) through CBT&A system. Therefore, BTEB
has been implementing CBT&A system since 2012 and need to know the effectiveness of the newly
formed system. Thus, we initiated to conduct a research on “Matching of NTVQF Qualification with the
Occupations of Present Employment Market” to know the employment status of the NTVQF certified
graduates, to what extent the levels of job satisfaction of the graduates have, and what are the levels of
satisfaction of the employer with performances of the graduates.
The research applied survey methodology. Primary data were collected using structured questionnaires.
A total of five set questionnaires along with guidelines were developed for data collection from graduates
RTOs, RPLs, industry assessors, teachers/trainers and employers. Some secondary data of BTEB and
other sources were used here for the study. As a part of methodology, we employed different statistical
tools for our analysis. First of all, we use Statistical Program for Social Science software (IBM SPSS
Statistics 21) to input data and henceforth, the findings. Secondly, descriptive statistics where extensively
used for fulfilling the objectives of the study.
The report on “Matching of NTVQF Qualification with the Occupations of Present Employment Market”
comprises of socio-demographic characteristics, economic characteristics, and psychological characteristics
of graduates, industry assessors, teachers/trainers who are certified through CBT&A system under NTVQF
as well as employers. It includes diversification of sex & age, educational qualification, NTVQF level,
NTVQF occupation, year of certification, employment status, working hour/day, earning status, role of
NTVQF, satisfaction level, job location and issues & challenges diversification. The recommendations
were made on the basis of the findings. I hope this report can be used as a basis for TVET planning and
future investment by the Government, NGOs, and private sectors as well as development partners in
Bangladesh.
viii M a t c h i n g o f N T V Q F Q u a l i f i c a t i o n w i t h t h e O c c u p a t i o n s o f P re s e n t E m p l o y m e n t M a r k e t
I would like to thank Professor Md. Amir Hossain PhD, Institute of Statistical Research and Training,
University of Dhaka for his extreme support to BTEB with his valuable time, resource, intellectualities for
making this study valid, reliable, authentic and successful.
I express my gratitude to Professor Syeda Tahmina Akhter, Director, Institute of Education & Research
(IER), University of Dhaka and the professors and faculty members of IER, DU who have contributed in
this study as resource persons with their valuable intellectual suggestions and comments.
Mr. Abdur Rafique, Former Chairman, Bangladesh Technical Education Board, Dhaka, have provided
important inputs in the process. I express my thanks to him and his associates.
I would like to express my special gratitude to Dr. Muhammad Shahadat Hossain Siddiquee, Associate
Professor of Department of Economics, University of Dhaka for expending his valuable time and
scholastic technical efforts to review the report in amazing way. His contribution throughout the study was
outstanding and remarkable.
Heads of institutes, teachers, industry assessors, graduates, employers have provided significant inputs in
the process of data collection for this study. I express my gratitude to all of them.
Finally, I would like to express my appreciation to the team members, concern officers & staff of BTEB
who have contributed in preparing this report.
In spite of the best efforts it may have unintentional errors in the report. Any realistic suggestion and
corrections pointed out will be highly appreciated and proper measure will be taken in preparing the next
edition.
(Md. Mostafizur Rahman)
VQF of NTVQF Qualification with the Occupations of Present Employment Market ix
Occupations of
Editorial Committee
Chief Advisor
Md. Mostafizur Rahman

Chairman
Chief Editor
Dr. Md. Morad Hossain Mollah

Director (Industry & Training Co-ordination)
Principal Investigator
Dr. Raju Muhammad Shahidul Islam

Member
S M Shahjahan
Deputy Director (Course Accreditation)
Dr. Md. Shah Alam Majumder

Specialist (Course Accreditation)
Engineer Md. Mostafa

Industry Liaison Officer
Md. Nowsad Ali

Documentation Officer
x M a t c h i n g o f N T V Q F Q u a l i f i c a t i o n w i t h t h e O c c u p a t i o n s o f P re s e n t E m p l o y m e n t M a r k e t
Contents
Message.................................................................................................................................................iii-vii
Acknowledgement....................................................................................................................................viii
Editorial Committee......................................................................................................................................x
List of Tables.............................................................................................................................................xiv
List of Figures...........................................................................................................................................xvi
Acronyms................................................................................................................................................xviii
Definitions.................................................................................................................................................xix
Executive Summary................................................................................................................................xxiii
Chapter 1: Introduction...........................................................................................................................1-8
1.1 Background of the study..........................................................................................................................2
1.2 Problem statement and its justification....................................................................................................4
1.3 Research objectives and research questions of the study........................................................................5
1.4 Scope of the study...................................................................................................................................5
1.5 Limitations of the study..........................................................................................................................8
Chapter 2: Data, Methodology and Conecptual Framework............................................................9-16

2.1 Sampling...............................................................................................................................................10
2.1.1 Sample size determination using ‘Online Sample Calculator’.............................................................10
2.1.2 Sample size determination using ‘The Survey System 11’.................................................................11
2.1.3 Sample size determination using statistical formula..........................................................................12
2.1.4 Respondents’ selection.......................................................................................................................13
2.2 Data collection techniques and tools.....................................................................................................13
2.3 Piloting.................................................................................................................................................13
2.4 Training for data collection...................................................................................................................13
2.5 Field mobilization.................................................................................................................................14
2.6 Field visit of the study team..................................................................................................................14
2.7 Data collection supervision...................................................................................................................14
2.8 Data collection status.............................................................................................................................15
2.9 Methodology.........................................................................................................................................15
2.10 Data analysis.......................................................................................................................................15
2.11 Conceptual framework for measuring matching.................................................................................16
Chapter 3: Result and Discussions : Graduate RPL.........................................................................17-27

3.1 Socio-demographic characteristics of the graduate RPL......................................................................18
3.1.1 Sex and age of the graduate RPL.......................................................................................................18
3.1.2 Educational status of the graduate RPL.............................................................................................18
3.2 Economic characteristics of the graduate RPL......................................................................................19
3.2.1 NTVQF level of the graduate RPL by gender....................................................................................19
3.2.2 NTVQF occupation of the graduate RPL by gender and the year of certification.............................20
3.2.3 Employment status of the graduate RPL by gender...........................................................................21
3.2.4 Role of NTVQF for graduate RPL.....................................................................................................23
3.2.5 Status of total working hour per day of the graduate RPL.................................................................23
3.2.6 Earning status of the graduate RPL....................................................................................................24
3.3 Satisfaction of the graduate RPL...........................................................................................................25
3.4 Issues and challenges faced by the graduate RPL................................................................................26
VQF of NTVQF Qualification with the Occupations of Present Employment Market xi
Occupations of
Chapter 4: Result and Discussions : Graduate RTO........................................................................28-39
4.1 Socio-demographic characteristics of the graduate RTO......................................................................29
4.1.1 Sex and age of the graduate RTO.......................................................................................................29
4.1.2 Educational status of the graduate RTO.............................................................................................29
4.2 Economic characteristics of the graduate RTO.....................................................................................30
4.2.1 NTVQF level of the graduate RTO by gender....................................................................................30
4.2.2 NTVQF occupation of the graduate RTO by gender and the year of certification.............................31
4.2.3 Employment status of the graduate RTO by gender...........................................................................31
4.2.4 Role of NTVQF for graduate RTO.....................................................................................................35
4.2.5 Status of total working hour per day of the graduate RTO................................................................36
4.2.6 Earning status of the graduate RTO...................................................................................................36
4.3 Satisfaction of the graduate RTO..........................................................................................................37
4.4 Issues and challenges faced by the graduate RTO................................................................................38
Chapter 5: Result and Discussions : Industry Assessor.....................................................................40-50

5.1 Socio-demographic characteristics of the industry assessor................................................................41
5.1.1 Sex and age of the industry assessor.................................................................................................41
5.1.2 Educational status of the industry assessor.......................................................................................41
5.2 Economic characteristics of the industry assessor...............................................................................42
5.2.1 NTVQF level of the industry assessor by gender.............................................................................42
5.2.2 NTVQF occupation of the industry assessor by gender and the year of certification......................43
5.2.3 Employment status of the industry assessor by gender....................................................................44
5.2.4 Role of NTVQF for industry assessor..............................................................................................47
5.2.5 Views of the industry assessor on relevancy of NTVQF certification.............................................47
5.3 Satisfaction of the industry assessor....................................................................................................49
5.4 Issues and challenges faced by the industry assessor..........................................................................49
Chapter 6: Result and Discussions : Teacher/Trainer.....................................................................51-61

6.1 Socio-demographic characteristics of the teacher/trainer....................................................................52
6.1.1 Sex and age of the teacher/trainer.....................................................................................................52
6.1.2 Educational status of the teacher/trainer...........................................................................................52
6.2 Economic characteristics of the teacher/trainer...................................................................................53
6.2.1 NTVQF level of the teacher/trainer by gender.................................................................................53
6.2.2 NTVQF occupation of the teacher/trainer by gender and the year of certification..........................54
6.2.3 Employment status of the teacher/trainer by gender........................................................................55
6.2.4 Role of NTVQF for teacher/trainer..................................................................................................56
6.2.5 Status of total working hour per day of the teacher/trainer..............................................................57
6.2.6 Earning status of the teacher/trainer.................................................................................................57
6.2.7 Views of the teacher/trainer on relevancy of NTVQF certification.................................................58
6.3 Satisfaction of the teacher/trainer........................................................................................................60
6.4 Issues and challenges faced by the teacher/trainer..............................................................................60
Chapter 7: Result and Discussions : Employer................................................................................62-68

7.1 Socio-demographic characteristics of the employer............................................................................63
7.1.1 Sex and age of the employer.............................................................................................................63
7.1.2 Organizational status of the employer...............................................................................................63
7.1.3 Recruit NTVQF certified employees................................................................................................65
7.1.4 Role of NTVQF for employer...........................................................................................................66
7.2 Satisfaction of the employer.................................................................................................................66
7.3 Issues and challenges faced by the employer.......................................................................................67
xii M a t c h i n g o f N T V Q F Q u a l i f i c a t i o n w i t h t h e O c c u p a t i o n s o f P re s e n t E m p l o y m e n t M a r k e t
Chapter 8: Result and Discussions : Graduate RPL vs Graduate RTO.........................................69-83
8.1 Socio-demographic characteristics of the graduate RPL & graduate RTO..........................................70
8.1.1 Sex and age of the graduate RPL & graduate RTO............................................................................70
8.1.2 Educational status of the graduate RPL & graduate RTO.................................................................71
8.2 Economic characteristics of the graduate RPL & graduate RTO..........................................................71
8.2.1 NTVQF level of the graduate RPL & graduate RTO........................................................................71
8.2.2 NTVQF occupation of the graduate RPL & graduate RTO and the year of certification.................72
8.2.3 Employment status of the graduate RPL & graduate RTO...............................................................74
8.2.4 Role of NTVQF for graduate RPL & graduate RTO........................................................................76
8.2.5 Status of total working hour per day of the graduate RPL & graduate RTO....................................77
8.2.6 Earning status of the graduate RPL & graduate RTO.......................................................................78
8.3 Satisfaction of the graduate RPL & graduate RTO..............................................................................80
8.4 Issues and challenges faced by the graduate RPL & graduate RTO....................................................82
8.4.1 Job location of the graduate RPL & graduate RTO..........................................................................82
8.4.2 Issues & challenges of the graduate RPL & graduate RTO..............................................................82
Chapter 9: Result and Discussions : Matching and Mismatching....................................................84-91

9.1 Socio-demographic characteristics of the respondents........................................................................85
9.1.1 Sex and age of the respondents.........................................................................................................85
9.2 Economic characteristics of the respondents.......................................................................................86
9.2.1 NTVQF occupation of the respondents certified and recruited........................................................86
9.2.2 NTVQF level of the respondents......................................................................................................86
9.2.3 Types of organization of the respondents..........................................................................................86
9.3 Satisfaction of the respondents..............................................................................................................87
9.4 Issues and challenges faced by the respondents...................................................................................88
9.5 Matching of NTVQF qualification with the occupations of present employment market....................89
Chapter 10: Key Findings, Recommendations & Conclusion........................................................92-98

10.1 Key findings........................................................................................................................................93
10.1.1 Sex and age diversification..............................................................................................................93
10.1.2 Educational qualification diversification.........................................................................................93
10.1.3 NTVQF level diversification...........................................................................................................93
10.1.4 NTVQF occupation diversification.................................................................................................94
10.1.5 Year of certification diversification.................................................................................................94
10.1.6 Employment status diversification..................................................................................................94
10.1.7 Working hour per day diversification..............................................................................................95
10.1.8 Earning status diversification..........................................................................................................95
10.1.9 Role of NTVQF...............................................................................................................................95
10.1.10 Satisfaction level diversification...................................................................................................96
10.1.11 Job location diversification...........................................................................................................96
10.1.12 Issues & challenges diversification...............................................................................................96
10.2 Recommendations..............................................................................................................................97
10.2.1 General recommendations...............................................................................................................97
10.2.2 Policy recommendations.................................................................................................................97
10.2.3 Recommendations for further research...........................................................................................97
10.3 Conclusion.........................................................................................................................................98
References..................................................................................................................................................99
Annexure..................................................................................................................................................102
VQF of NTVQF Qualification with the Occupations of Present Employment Market xiii
Occupations of
List of Tables
Table 1.1 National technical and vocational qualification framework in Bangladesh.................................3

Table 1.2 District wise distribution of NTVQF certified graduates................................................................6
Table 2.1 Sampling done by ‘Online Sampling Calculator’......................................................................10

Table 2.2 District wise sample distribution................................................................................................13
Table 2.3 Data collection achievement status............................................................................................15
Table 3.1 Distribution of graduate RPL by gender.....................................................................................18

Table 3.2 Age differential of graduate RPL................................................................................................18
Table 3.3 Age differential of graduate RPL by gender...............................................................................18
Table 3.4 NTVQF level of graduate RPL by gender..................................................................................20
Table 3.5 Distribution of graduate RPL by NTVQF occupation................................................................20
Table 3.6 Types of employment of graduate RPL by gender......................................................................21
Table 3.7 Distribution of graduate RPL by cause of unemployment.........................................................23
Table 3.8 Distribution of graduate RPL by role of NTVQF.......................................................................23
Table 3.9 Distribution of graduate RPL by total earning per month before & after NTVQF certification.....24
Table 3.10 Job satisfaction of graduate RPL..............................................................................................25
Table 3.11 Distribution of graduate RPL by job location...........................................................................26
Table 4.1 Distribution of graduate RTO by gender.....................................................................................29

Table 4.2 Age differential of graduate RTO................................................................................................29
Table 4.3 Age differential of graduate RTO by gender...............................................................................29
Table 4.4 NTVQF level of graduate RTO by gender..................................................................................31
Table 4.5 Distribution of graduate RTO by NTVQF occupation................................................................31
Table 4.6 Employment status of graduate RTO by gender.........................................................................32
Table 4.7 Types of employment of graduate RTO by gender......................................................................32
Table 4.8 Time span of getting first employment of graduate RTO...........................................................33
Table 4.9 Distribution of graduate RTO by cause of unemployment.........................................................35
Table 4.10 Distribution of graduate RTO by role of NTVQF.....................................................................35
Table 4.11 Distribution of employed graduate RTO by role of NTVQF....................................................35
Table 4.12 Distribution of graduate RTO by total earning/month before & after NTVQF certification.....37
Table 4.13 Job satisfaction of graduate RTO..............................................................................................38
Table 4.14 Distribution of graduate RTO by job location..........................................................................38
Table 5.1 Distribution of industry assessor by gender................................................................................41

Table 5.2 Age differential of industry assessor...........................................................................................41
Table 5.3 Age differential of industry assessor by gender..........................................................................41
Table 5.4 NTVQF level of industry assessor by gender.............................................................................43
Table 5.5 Distribution of industry assessor by NTVQF occupation...........................................................43
Table 5.6 Employment status of industry assessor by gender....................................................................45
Table 5.7 Types of employment of industry assessor by gender................................................................45
Table 5.8 Distribution of industry assessor by role of NTVQF..................................................................47
Table 5.9 Distribution of industry assessor by satisfaction.........................................................................49
Table 5.10 Distribution of industry assessor by job location......................................................................49
xiv M a t c h i n g o f N T V Q F Q u a l i f i c a t i o n w i t h t h e O c c u p a t i o n s o f P re s e n t E m p l o y m e n t M a r k e t
Table 6.1 Distribution of teacher/trainer by gender....................................................................................52
Table 6.2 Age differential of teacher/trainer...............................................................................................52
Table 6.3 Age differential of teacher/trainer by gender..............................................................................52
Table 6.4 NTVQF level of teacher/trainer by gender..................................................................................54
Table 6.5 Distribution of teacher/trainer by NTVQF occupation...............................................................54
Table 6.6 Types of employment of teacher/trainer by gender.....................................................................56
Table 6.7 Distribution of teacher/trainer by role of NTVQF......................................................................57
Table 6.8 Distribution of teacher/trainer by total earning per month.........................................................58
Table 6.9 Monthly earning differential by gender......................................................................................58
Table 6.10 Distribution of teacher/trainer by satisfaction..........................................................................60
Table 6.11 Distribution of teacher/trainer by job location..........................................................................61
Table 7.1 Distribution of employer by gender............................................................................................63

Table 7.2 Age differential of employer.......................................................................................................63
Table 7.3 Age differential of employer by gender.......................................................................................63
Table 7.4 Employer’s view on size of the industry.....................................................................................64
Table 7.5 Size of the industry on the basis of availability of created posts................................................64
Table 7.6 Size of the industry on the basis of recruited employees............................................................64
Table 7.7 Size of the industry on the basis of not recruited employees by gender.....................................65
Table 7.8 Distribution of employer’s satisfaction by perception................................................................67
Table 7.9 Distribution of employer’s satisfaction by qualities of the NTVQF certified graduates............67
Table 7.10 Distribution of employer by job location.................................................................................68
Table 8.1 Distribution of graduate RPL and graduate RTO by gender......................................................70

Table 8.2 Age differential of graduate RPL and graduate RTO.................................................................70
Table 8.3 Descriptive statistics of age by graduate RPL and graduate RTO..............................................71
Table 8.4 Highest educational qualification by graduate RPL and graduate RTO.....................................71
Table 8.5 Distribution of graduate RPL and graduate RTO by NTVQF occupation.................................73
Table 8.6 Types of employment of graduate RPL and graduate RTO........................................................75
Table 8.7 Types of organization of graduate RPL and graduate RTO........................................................75
Table 8.8 Distribution of graduate RPL and graduate RTO by role of NTVQF.........................................77
Table 8.9 Descriptive statistics of total working hour/day by graduate RPL and graduate RTO...............77
Table 8.10 Descriptive statistics of total earning/month before NTVQF certification by graduate RPL and graduate RTO.....78
Table 8.11 Distribution of graduate RPL and graduate RTO by total earning per month...........................79
Table 8.12 Distribution of graduate RPL and graduate RTO by satisfaction..............................................81
Table 8.13 Distribution of graduate RPL and graduate RTO by issues & challenges................................83
Table 9.1 Distribution of respondents by gender.........................................................................................85

Table 9.2 Descriptive statistics of respondents by age...............................................................................85
Table 9.3 Distribution of respondents by age group..................................................................................86
Table 9.4 Distribution of respondents by satisfaction................................................................................87
Table 9.5 Distribution of respondent by issues & challenges....................................................................89
Table 9.6 Distribution of respondent by employment status.....................................................................90
VQF of NTVQF Qualification with the Occupations of Present Employment Market xv
Occupations of
List of Figures
Figure 1.1 Pathway of training, assessment and certification......................................................................4

Figure 1.2 Category wise NTVQF certification (%)....................................................................................6
Figure 1.3 Level wise NTVQF certification (%).........................................................................................7
Figure 1.4 Occupation wise NTVQF certification (%)................................................................................7
Figure 2.1 Sampling done by the software ‘The Survey System 11’.........................................................11
Figure 2.2 Sampling process for the study.................................................................................................12
Figure 2.3 Data supervision hierarchy........................................................................................................14
Figure 2.4 Flowchart of data analysis.........................................................................................................15
Figure 2.5 Framework for measurement of matching................................................................................16
Figure 3.1 Comparison of highest education of graduate RPL by gender.................................................19

Figure 3.2 Graduate RPL by NTVQF level...............................................................................................19
Figure 3.3 Graduate RPL by year...............................................................................................................20
Figure 3.4 Employment status of graduate RPl by gender.........................................................................21
Figure 3.5 Distribution of graduate RPL by types of employed organization...........................................22
Figure 3.6 Distribution of graduate RPL by sector of self-employment...................................................22
Figure 3.7 Distribution of graduate RPL by total working hour per day...................................................24
Figure 3.8 Effect of NTVQF certification on monthly income of the graduate RPL................................25
Figure 4.1 Highest education of graduate RTO by gender.........................................................................30

Figure 4.2 Graduate RTO by NTVQF level...............................................................................................30
Figure 4.3 Certification of graduate RTO by year......................................................................................31
Figure 4.4 Graduate RTO by employment status.......................................................................................32
Figure 4.5 Distribution of graduate RTO by types of employed organization...........................................33
Figure 4.6 Distribution of graduate RTO by sector of self-employment....................................................34
Figure 4.7 Distribution of graduate RTO by total working hour per day...................................................36
Figure 4.8 Effect of NTVQF certification on monthly income of the graduate RTO.................................37
Figure 5.1 Highest education of industry assessor by gender....................................................................42

Figure 5.2 Industry assessor by NTVQF level...........................................................................................43
Figure 5.3 Certification of industry assessor by year.................................................................................44
Figure 5.4 Industry assessor by employment status...................................................................................45
Figure 5.5 Distribution of industry assessor by types of employed organization......................................46
Figure 5.6 Distribution of industry assessor by sector of self-employment...............................................46
Figure 5.7 Distribution of industry assessor by relevancy of NTVQF certification..................................48
Figure 5.8 Distribution of industry assessor by competency arrangement................................................48
Figure 6.1 Comparison of highest education of teacher/trainer by gender................................................53

Figure 6.2 Teacher/trainer by NTVQF level..............................................................................................54
Figure 6.3 Certification of teacher/trainer by year.....................................................................................55
Figure 6.4 Distribution of teacher/trainer by types of employed organization..........................................56
Figure 6.5 Distribution of teacher/trainer by total working hour per day..................................................57
Figure 6.6 Distribution of teacher/trainer by relevancy of NTVQF certification......................................59
Figure 6.7 Distribution of teacher/trainer by competency arrangement....................................................59
xvi M a t c h i n g o f N T V Q F Q u a l i f i c a t i o n w i t h t h e O c c u p a t i o n s o f P re s e n t E m p l o y m e n t M a r k e t
Figure 7.1 Nature of the industry...............................................................................................................65
Figure 7.2 Employers recruited different NTVQF level graduates............................................................66
Figure 8.1 Graduate RPL and graduate RTO by NTVQF level...................................................................72

Figure 8.2 Graduate RPL and graduate RTO by year of certification........................................................74
Figure 8.3 Employment status of graduate RPL and graduate RTO..........................................................74
Figure 8.4 Distribution of graduate RPL and graduate RTO by sector of self-employment......................76
Figure 8.5 Distribution of graduate RPL and graduate RTO by total working hour/day............................78
Figure 8.6 Monthly income distribution of graduate RPL and graduate RTO before certification............79
Figure 8.7 Monthly income distribution of graduate RPL and graduate RTO after certification...............80
Figure 8.8 Distribution of graduate RPL and graduate RTO by job location.............................................82
Figure 9.1 Distribution of respondents by job location...............................................................................88

Figure 9.2 Acceptance and matching rate...................................................................................................91
VQF of NTVQF Qualification with the Occupations of Present Employment Market xvii
Occupations of
Acronyms
BBS Bangladesh Bureau of Statistics

BNFE Bureau of Non Formal Education
BQF Bangladesh Qualification Framework
BTEB Bangladesh Technical Education Board
CBLM Competency Based Learning Materials
CBT&A Competency Based Training and Assessment
CS Competency Standard
EMP Employer
FGD Focus Group Discussion
FLSA Fair Labor Standard Act
FYP Five Year Plan
GDP Gross Domestic Product
GRPL Graduate of Recognition of Prior Learning
GRTO Graduate of Registered Training Organization
IA Industry Assessor
ILO International Labour Organization
KSA Knowledge, Skills and Attitude
LFS Labour Force Survey 2013
MNC Multi-National Corporation
MNE Multi-National Enterprise
NEP National Education Policy 2010
NGO Non Government Organization
NPVC National Pre-Vocation Certificate
NSC National Skill Certificate
NSDC National Skills Development Council
NSDCS National Skills Development Council Secretariat
NSDP National Skills Development Policy 2011
NSS National Skills Standard
NTVQF National Technical and Vocational Qualification Framework
RPL Recognition of Prior Learning
RTO Registered Training Organization
SPSS Statistical Program for Social Science
TNC Trans-National Corporation
TNE Trans-National Enterprise
TPR TVET Provider
TT Teacher/Trainer
TVET Technical and Vocational Education and Training
UNDP United Nations Development Programme
UNESCO United Nations Educational, Scientific and Cultural Organization
US DOL United States’ Department of Labor
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Definitions
Sector: One of the areas into which the economic activity of a country is divided.
Formal Employment: Refers to the people working during the reference period for performing some
works for production of goods or providing services to receive a regular wage or salary, in cash or in kind;
employees are assured certain rights e.g. paid holidays, sickness leave; wages or salary are taxed.
Informal Employment : Informal employment means the person doing the work has little or no job security,
doesn’t have a contract and might not have the same employer for more than a few weeks or months. Three
main identifiers of informal working: low wages, few benefits and limited hours. An informal worker is
often a contractor rather than an employee, does not have a uniform or dress code, might be a seasonal or
temp worker, moves from employer to employer, doesn’t have taxes taken from his cash or pay checks
and works this way out of necessary more often than desire. Informal employment is defined as the total
number of informal jobs, whether carried out in formal or informal sectors during a given of reference
period.
Self-employment: Refers to the state of working for oneself as a freelance or the owner of a business rather
than for an employer. Self employment means the person working with an enterprise, which may be a
business enterprise, a farm or a service undertaking or some work performing for profit or family gain, in
cash or in kind, who are temporarily not at work during the reference period for any specific reason.
Full-Time Employment: Full-time employment is employment in which a person works a minimum number
of hours defined as such by his/her employer. Full-time employment often comes with benefits that are not
typically offered to part-time, temporary, or flexible workers, such as annual leave, sick leave, and health
insurance. In general, paying job that involves 40-48 hours of work during a week. ILO Convention, 1919
(No. 1) limiting the Hours of Work in Industrial Undertakings to Eight in the Day and Forty-eight in the
Week.
Part-Time Employment: A part-time contract is a form of employment that carries fewer hours per week
than a full-time job. They work in shifts. The shifts are often rotational. Generally, workers are considered
to be part-time if they commonly work fewer than 30 hours per week. Part-time workers may also be those
who only work during certain parts of the year.
Seasonal Employment : Seasonal employments are temporary and short-term by definition. For example,
retailers hire extra workers for the holiday season, tax preparation firms hire employees for tax season,
Tourists resorts hire workers during winter tourism season, and amusement parks hire also seasonal
workers in vacation.
Unemployment: People who do not have a job, have actively looked for work in the past four weeks,
and are currently available for work. Unemployment is defined as a situation where someone of working
age is not able to get a job but would like to be in full-time employment. The standard definition of
unemployment is based on the three criteria, which should be satisfied simultaneously ‘without work’,
‘currently available for work’, and ‘seeking work’.
Employment Rate (%): The percentage of the labor force that is employed. The employment rate is
one of the economic indicators that economists examine to help understand the state of the economy.
The employment rate is the share of the labor force that is employed, expressed as a percentage. The
VQF of NTVQF Qualification with the Occupations of Present Employment Market xix
Occupations of
employment rate is calculated as a percentage by dividing the number of employed individuals by all
individuals currently in the labor force.
In this study, employment rate is calculated as percentage of total employed and self-employed NTVQF
certified graduates, industry assessor or teacher/trainer among the respective groups of respondents.
Unemployment Rate (%): The unemployment rate is a measure of the prevalence of unemployment and
it is calculated as a percentage by dividing the number of unemployed individuals by all individuals
currently in the labor force. Percentage of total workforces who are unemployed and are looking for a
paid job. BBS has defined the unemployment rate as the number of employed persons expressed as a
percentage of the total labour force.
In this study, unemployment rate is calculated as percentage of total unemployed NTVQF certified
graduates, industry assessor or teacher/trainer among the respective groups of respondents.
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. It’s carefully controlled and
structured training which is organized and delivered by a dedicated institution or department.
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.
Nominal Hours: Refers to a value assigned to a structured program of study that nominally represents.
The anticipated hours of supervised learning and/or training deemed necessary to cover the educational
material in a training program when undertaken in standard classroom delivery mode.
Competency Standard: Competency standards are a set of benchmarks used to assess the skills and
knowledge that a person must demonstrate in the workplace to be seen as competent. These benchmarks
are packaged into combinations to form units of competency, which consist of Unit codes, nominal hours,
range of variables, evidence guides, etc. The Competency Standards are the core element for training,
assessment and certification of skilled workers. Candidates are guided with the competency standard
to achieve a qualification align with the National Technical and Vocational Qualification Framework
(NTVQF). BTEB has developed yet 241 Competency Standards.
Competency Based Training and Assessment: Competency Based Training and Assessment (CBT&A) is
a system that is designed to allow learners to demonstrate their ability to do something. The key thing is
that one’s either can or cannot (yet) do the tasks which are learning about. Competency Based Training and
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Assessment is usually taken to be a Blend of Knowledge, Skills, Attitudes, Experience. The Emphasis in
Competency Based Training and Assessment is on ‘Performing’ Rather than Purely ‘Knowing’. Learners
can progress through the system in a flexible way tailored to their training needs and career plans. They
achieve a recognized qualification at each step which makes them more employable. Employers know
exactly what skills and knowledge any qualification entails. Employers and Employees can easily assess
skill gaps for any specific job and decide on the type of training needed to fill the gaps. The benefits
of CBT&A system are Cost Effectiveness, Efficiency, Increased Productivity, Improved Profitability,
Reduced Risk, and Increased Customer Satisfaction.
Course Accreditation Document: This Course Accreditation Document (CAD) is prepared using the
recommended format for the development of courses for the Accreditation of courses under the National
Quality Assurance Framework (NQAF) and for the registration of the accredited qualifications under the
National Technical and Vocational Qualifications Framework (NTVQF).
Recognition of Prior Learning: Recognition of Prior Learning (RPL) is an assessment process that assesses
the individual’s non formal and informal learning to determine the extent to which that individual has
achieved the required competency.
Industry Skills Councils: Industry Skills Council (ISC) refers to the body of employers to provide specific
advice on occupations and skills in demand, and to identify key skills priorities in different sectors. ISCs
also improve partnerships between industry and training organizations for fulfilling skills development
needs.
Graduate RTO: who were getting training from registered training organization and assessed by the
Industry Assessor for getting NTVQF certification from BTEB.
Graduate RPL: who were getting skill from non formal and informal learning rather getting training from
registered training organization but assessed by the Industry Assessor for getting NTVQF certification
from BTEB.
Industry Assessor: who require minimum two years job experience in industry along with skill level
certification aligned with NTVQF as well as Statement of Achievement of NC-IV from BTEB.
Teacher/Trainer: who must be employed at the institute level and must fulfill the criteria of skill level
certification aligned with NTVQF as well as full qualification of NC-IV from BTEB.
Public Organization: In general terms, the public sector consists of governments controlled or funded
agencies, enterprises, and other entities that deliver public programs, goods, or services. The segment of
the economy under control of the government is known as the public sector.
Private Organization: The private sector is the part of a country’s economic system that is run by individuals
and companies, rather than the government. Most private sector organizations are run with the intention
of making profit. Charities and non-profit organizations are sometimes considered as the volunteer sector.
However, such organizations are more commonly considered part of the private sector.
NGOs: A non-governmental organization (NGO) is any non-profit, voluntary citizens’ group which is
organized on a local, national or international level. Task-oriented and driven by people with a common
interest. NGOs perform a variety of service and humanitarian functions, bring citizen concerns to
Governments, advocate and monitor policies and encourage political participation through provision of
VQF of NTVQF Qualification with the Occupations of Present Employment Market xxi
Occupations of
information. Some are organized around specific issues, such as human rights, environment, education
or health. They provide analysis and expertise, serve as early warning mechanisms and help monitor and
implement international agreements. Their relationship with offices and agencies of the country’s system
differs depending on their goals, their venue and the mandate of a particular institution.
Multi National Company (MNCs): A multinational corporation (MNC) or worldwide enterprise is a

corporate organization that owns or controls production of goods or services in at least one country other
than its home country. A multinational corporation can also be referred to as a multinational enterprise
(MNE), a transnational enterprise (TNE), a transnational corporation (TNC), an international corporation,
or a stateless corporation.
Industry Category: According to National Industry Policy (NIP) 2016 of Bangladesh (page-3), industry
is defined as all the activities related for production and service. Industries are categorized mainly as (a)
Manufacturing industry: Product manufacturing, processing, and assembling etc. and (b) Non-manufacturing
industry or service sector: Service activities provided by using permanent resources like machineries,
equipment, intellectualities etc. NIP 2016 also defines both of the two types of industries as large, medium,
small, micro etc. on the basis of manpower involvement, which are summarized as below-
Category of Industry Manufacturing Industry Non-manufacturing Industry or Service

Large >300 >120
Medium 121-300 51-120
Small 31-120 16-50
Micro 16-30 <16 (Max. 15)
Cottage <16 (Max. 15) -
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Executive Summary
Employers are shouting in many times that the traditional TVET graduates cannot meet their job demand
due to lack of proper skills. On the other hand, there are 50.8 million people are engaged in informal
employment in our country (Labour Force Survey 2013, BBS). It is 75.1% of total urban employment is
engaged in informal sectors whereas it is 92.2% in rural areas. LFS 2013 also reports that the informal
employment was far higher among the less educated people and it trends upward. They cannot enter
into the formal TVET as well as formal employment market for decent work due to lack of education
and recognition of their skills. To meet the industry requirement, BTEB is implementing NTVQF as
its organizational mandate as newly formed certification system in our country. It targets the informal
workforce with no or less formal education and training for entering into the Pre-vocational level of skill
training. Depending upon the performance of their skills in prescribed format, they could be recognized as
Pre-Vocational Certified graduates. Henceforth they could prove themselves to be eligible and acceptable
to the job market. After having a decent job, they can achieve their upper level certification. In addition,
other people can also be trained and certified as competent graduates for different levels of skills depending
on their performance in the training and assessment.
Objectives of the research

As a newly formed certification system in Bangladesh, there is no research based evidence for ensuring
the effectiveness of the CBT&A system. Therefore BTEB requires reviewing the CBT&A system with
a view to promoting the system for mass people certification. At this stage BTEB envisages to trace out
the NTVQF certified graduates (i.e., RTO and RPL), industry assessors, teacher/trainers and employers
for measuring the effectiveness of the CBT&A system. This is the main objective of the present study on
‘Matching of NTVQF Qualification with the Occupations of Present Employment Market’. In order to
enhance the recognition of the skilled workforces who are contributing in the employment market, the
study is an effort to answer of the following research questions linked with the research objectives.
• What are the employment statuses of the NTVQF certified graduates?
• What are the levels of job satisfaction of the graduates?
• What are the levels of satisfaction of the employer with the graduates’ performance?
• Is there any significant difference in the employment status between the RTO and RPL graduates?
Exploring the responses in regard to the above research questions would be of great imperatives for
BTEB officials, TVET personnel, employers as well as the researchers and policy makers for further
improvements in the execution of such nationwide programs in Bangladesh through formulating strategies
for promoting the system to the mass people.
Research methodology
BTEB has already produced 9,554 NTVQF standard qualification classified graduates in 24 different
occupations of 10 different sectors. Data was collected from NTVQF certified graduates of different
occupations and respective employers. For selecting NTVQF certified graduates, sampling was done
according to simple random sampling. After providing Margin of Error (ME) = 5%, Confidence Level
(CL) = 95%, Response Distribution (RD) = 50% and Total Population Size (TPS) = 9,554, the Sample
Size (SS) stood at 369.
There were different strata and diversification found in the study population. The graduates were classified
as graduate RTO, graduate RPL, industry assessor, and teacher/trainer. In addition, there exist NTVQF
level and occupation wise classifications among the graduates. For this reason, corrected sample size was
doubled and rounded off for the study. This sample size was considered as representative for the country as
a whole. Such sample process helped us to select at least 3-5 graduates from each occupation. Therefore,
VQF of NTVQF Qualification with the Occupations of Present Employment Market xxiii
Occupations of
total sample size stood at 800 NTVQF certified graduates. Due to lack of available statistics of employers
employing our graduates, we purposively surveyed 100 employers for assessing Employer’s satisfaction
towards our graduates.
The graduates were assessed in the BTEB accredited Assessment Center located in Barishal, Bogura,
Chattogram, Dhaka, Feni, Gazipur, Khulna, Narayanganj, Rajshahi, Rangpur and Sylhet districts. Ten
districts out of eleven were selected for data collection for this study. Here we excluded Narayanganj
district due to availability of very few numbers (only 10) of graduates. Moreover, this study suffers from
the following limitations:
• One occupation “Graphic Design” was excluded from the study as there was only one institute for
this occupation.
• 10 out of 25 TVET providers provided partial data for the study. Therefore, we dropped it for our
analytical clarity.
• Overall data collection process could not be monitored physically due to time constraints.
The research applied survey methodology. Primary data were collected using structured questionnaires. A
total of five set questionnaires along with guidelines were developed for data collection from graduate RTO,
graduate RPL, industry assessor, teacher/trainer and employer. Some secondary data of BTEB and other
required sources were used here for the study. As a part of methodology, we employed different statistical
tools for our analysis. First of all, we use statistical software Statistical Program for Social Science (IBM
SPSS Statistics 21) to input the data and henceforth, the findings. Secondly, descriptive statistics where
extensively used for fulfilling the objectives of the study.
Key findings
A large data set has been generated through this survey. All the findings generated from this data set
relevant to the study are reported in the nine corresponding chapters. The main findings from this study are
summarized according to the respondents as follows.
Sex and age diversification

• The male-female ratio among the respondents found significantly different in the study. 26.1%
of the graduate RPL, 32.0% of the graduate RTO, 15.5% of the industry assessor, 16.9% of the
teacher/trainer and only 2.0% of the employers are women.
• The average age of the graduate RPL is found 27.16 years whereas it is 23.60 years for graduate RTO,
33.38 years for industry assessor, 39.24 years for teacher/trainer and 40.11 years for employers.
• The minimum and maximum age limit of the respondent found 17-56 years for graduate RPL, 14-
59 years for graduate RTO, 20-59 years for industry assessor, 21-59 years for teacher/trainer and
20-62 years for employers respectively.
• The age of the majority of graduate RPL is found in 18-29 years (69.1%) whereas it is 77.0% for
graduate RTO, 39.8% of the industry assessor. But the age of the majority of teacher/trainer is found
in 30-39 years (42.4%) while the age of 37.8% of the employers is found mainly in 40-49 years.
Educational qualification diversification

• The educational qualification of the majority of graduate RPL is found class VIII passed (41.4%)
whereas it is 37.7% for graduate RTO. But the educational level of the majority of industry assessor
is found Diploma in Engineering passed (33.0%) while the educational qualification of 37.3% of
the teacher/trainer is found mainly B. Sc. in Engineering.
• General observation on the highest level education is that the proportion of female with general
education is comparatively higher than their counterpart. But the opposite picture is true for male
with background of vocational and engineering education.
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NTVQF level diversification
• 82.2% of the graduate RPL was certified in Pre-vocational-2 level of NTVQF whereas it is 14.6%
for industry assessor, and 6.8% for teacher/trainer. A total of 41.8% of the employers recruited pre-
vocational-2 certified graduates.
• 17.8% of the graduate RPL was certified in Level-1 of NTVQF whereas it is 86.7% for graduate
RTO, 76.7% for industry assessor, 86.4% for teacher/trainer. A total of 40.0% of the employers
recruited NTVQF-1 certified graduates.
• 13.3% of the graduate RTO was certified in Level-2 of NTVQF whereas it is 7.8% for industry
assessor, 5.1% for teacher/trainer. A total of 18.2% of the employers recruited NTVQF-2 certified
graduates.
• None of the graduate RTO was found who are certified in Pre-vocational-2 and NTVQF-3 level
whereas same scenario is true for the graduate RPL certified in NTVQF-2 and upwards. Only
0.9% of the industry assessor and 1.7% of the teacher/trainer were certified in NTVQF-3 of their
occupation.
NTVQF occupation diversification

• Graduates RPL were certified in construction related Electrical Installation & Maintenance (23.9%),
Plumbing (22.0%) and Motorcycle Servicing (20.1%) occupations largely.
• Graduates RTO were certified in Sewing Machine Operation (21.0%), Welding (20.0%) and
construction related Electrical Installation & Maintenance (16.0%) occupations mostly.
• Industry assessors were certified in construction related Electrical Installation & Maintenance
(23.3%), Sewing Machine Operation (16.5%), and Plumbing (10.7%) occupations frequently.
• Teacher/trainers were certified in construction related Electrical Installation & Maintenance
(27.1%), Sewing Machine Operation (16.9%), and Welding (13.5%) occupations universally.
• On an average, 22.6% of respondent graduates are certified in construction related Electrical
Installation & Maintenance, 16.7% in Sewing Machine Operation, 13.2% in Plumbing, 10.5% in
Welding and 10.4% in Motorcycle Servicing occupations. This is the priority index of the occupations
on the basis of NTVQF certified respondents engaged and traced out in paid employment or self-
employment.
Year of certification diversification

• A total of 96.2% of the graduates RPL were certified in 2015 whereas it is 72.6% for the graduates
RTO, 51.5% for the industry assessors and 33.9% for the teacher/trainers.
• None of the graduates RPL were certified in 2012 & 2013. Whereas it is 2.0% & 8.7% for the
graduates RTO, 8.7% & 10.7% for the industry assessors and 20.3% & 22.0% for the teacher/
trainers who were certified in 2012 & 2013 respectively.
Employment status diversification

• 54.8% of the graduates RPL are found employed whereas it is 73.0% for the graduates RTO, 80.6%
for the industry assessors and 100.0% for the teacher/trainers.
• 39.8% of the graduates RPL are found self-employed whereas it is 11.7% for the graduates RTO,
and 17.5% for the industry assessors.
• 5.4% of the graduates RPL are found un-employed whereas it is 15.3% for the graduates RTO,
1.9% for the industry assessors and 0.0% for the teacher/trainers.
• 83.0% of the employed graduates RPL are engaged in full time work whereas it is 83.1% for the
graduates RTO, 81.9% for the industry assessors and 98.3% for the teacher/trainers.
• 14.0% of the employed graduates RPL are engaged in part time work whereas it is 16.4% for the
VQF of NTVQF Qualification with the Occupations of Present Employment Market xxv
Occupations of
• 3.0% of the employed graduates RPL are engaged in seasonal work whereas it is 0.5% for the
graduates RTO.
• 11.0% of the employed graduates RPL are engaged in public organizations whereas it is 6.8% for the
• 82.6% of the employed graduates RPL are engaged in private organizations whereas it is 81.7% for
the graduates RTO, 83.1% for the industry assessors and 15.2% for the teacher/trainers.
• 2.9% of the employed graduates RPL are engaged in non-government organizations whereas it is
4.7% for the graduates RTO, 3.6% for the industry assessors and 39.0% for the teacher/trainers.
• 3.5% of the employed graduates RPL are engaged in multi-national companies whereas it is 6.8%
for the graduates RTO.
• 41.6% of the self-employed graduates RPL are engaged in construction sector whereas it is 14.3%
for the graduates RTO, and 16.6% for the industry assessors.
• 26.4% of the self-employed graduates RPL are engaged in informal sector whereas it is 5.7% for the
graduates RTO, and 50.0% for the industry assessors.
• 24.0% of the self-employed graduates RPL are engaged in transport sector whereas it is 2.9% for the
graduates RTO, and 11.1% for the industry assessors.
• 4.8% of the self-employed graduates RPL are engaged in readymade garment sector whereas it is
31.4% for the graduates RTO and 11.1% for the industry assessors.
• 3.2% of the self-employed graduates RPL are engaged in information technology sector whereas it
is 5.7% for the graduates RTO.
• None of the self-employed graduates RPL are engaged in agro-food sector whereas it is 37.1% for
the graduates RTO and 5.6% for the industry assessors who are engaged in agro-food sector as self-
entrepreneurs.
• Maximum 41.2% of the un-employed graduates RPL remain un-employed due to engage in higher
education whereas it is maximum 30.4% among the un-employed graduates RTO who remain un-
employed due to family constraint. Surprisingly, 1.9% of the industry assessors remain un-employed
due to family constraint and higher education.
Working hour per day diversification

• Maximum 76.1% of the employed and self-employed graduates RPL engaged in their workplace for
6-10 hours per day whereas it is 81.5% for the graduates RTO and 89.8% for the teacher/trainers.
• A total of 18.9% of the employed and self-employed graduates RPL engaged in their workplace for
• A few of 0.3% of the employed and self-employed graduates RPL engaged in their workplace for
more than 15 hours per day whereas it is 0.4% for the graduates RTO and 1.7% for the teacher/
trainers.
• Only 4.7% of the employed and self-employed graduates RPL engaged in their workplace for less
than 6 hours per day.
Earning status diversification

• Maximum 45.5% of the employed and self-employed graduates RPL earn in their workplace for BDT
5001-10000/- per month after getting NTVQF certification whereas it is 55.9% for the graduates
RTO. But maximum 81.3% of the teacher/trainers earn more than BDT 20000/- per month.
xxvi M a t c h i n g o f N T V Q F Q u a l i f i c a t i o n w i t h t h e O c c u p a t i o n s o f P re s e n t E m p l o y m e n t M a r k e t
Role of NTVQF
• 99.0% of the employed and self-employed graduates RPL think that NTVQF certification creates
more opportunities for job enhancement whereas it is 76.3% for the graduates RTO, 100.0% for the
industry assessors and 96.6% for the teacher/trainers.
• 88.6% of the employed and self-employed graduates RPL believe that NTVQF certification creates
more opportunities for getting increased earnings whereas it is 68.0% for the graduates RTO, 97.1%
• 99.0% of the employed and self-employed graduates RPL show intention to achieve higher level
NTVQF certification whereas it is true for 94.7% of the graduates RTO, 100.0% of the industry
assessors as well as the teacher/trainers.
Satisfaction level diversification

• The mean values for the satisfaction level with ‘Training & assessment system in CBT&A is more
appropriate in comparison with traditional system’ are 4.11 for graduates RPL, 4.44 for graduates
RTO, 4.46 for industry assessors, 4.46 for teacher/trainers and 3.31 for employers out of 5.00 point
Likert scale.
• The mean values for the satisfaction level with ‘Competency standards are relevant with the
occupations of employment market’ are 3.86 for graduates RPL, 3.95 for graduates RTO, 4.03 for
industry assessors, 4.00 for teacher/trainers and 3.38 for employers out of 5.00 point Likert scale.
• The mean values for the satisfaction level with ‘Competency standards includes required knowledge,
skills and attitudes’ are 3.92 for graduates RPL, 4.15 for graduates RTO, 4.25 for industry assessors,
4.19 for teacher/trainers and 3.41 for employers out of 5.00 point Likert scale.
• The mean values for satisfaction level with ‘Monitoring and assessment system in CBT&A is more
effective in comparison to traditional system’ are 4.29 for graduates RPL, 4.41 for graduates RTO,
4.37 for industry assessors, 4.58 for teacher/trainers and 2.73 for employers respectively out of 5.00
point Likert scale.
• The mean value of the factors of job satisfaction of the respondent graduates RPL is 4.05, graduate
RTO is 4.24, industry assessor is 4.28 and teacher/trainer is 4.38 whereas it is 3.21 for the employers
out of 5.00 point Likert scale.
Job location diversification

• 0.64% of the graduates RPL are found in Barishal division whereas it is 3.0% for the graduates
RTO, 3.9% for the industry assessors, 6.8% for the teacher/trainers and 10.2% for the employers.
• 46.18% of the graduates RPL are found in Chattogram division whereas it is 37.0% for the graduates
• 26.11% of the graduates RPL are found in Dhaka division whereas it is 50.3% for the graduates
• 2.23% of the graduates RPL are found in Khulna division whereas it is 2.3% for the graduates RTO,
2.9% for the industry assessors, 3.4% for the teacher/trainers and 8.2% for the employers.
• 11.15% of the graduates RPL are found in Rajshahi division whereas it is 3.7% for the graduates
• 13.69% of the graduates RPL are found in Rangpur division whereas it is 2.0% for the graduates
• None of the graduates RPL are found in Sylhet division. But 1.7% of the graduates RTO are found
in the Sylhet division whereas it is 1.0% for the industry assessors, 1.7% for the teacher/trainers and
1.0% for the employers.
VQF of NTVQF Qualification with the Occupations of Present Employment Market xxvii
Occupations of
Issues & challenges diversification
• Maximum 19.4% of the graduates RPL emphasize on increasing awareness of industry people,
workers and general people in implementing NTVQF in Bangladesh. It is true for 29.7% of the
graduates RTO, 40.8% of the industry assessors and 50.8% of the teacher/trainers. Interestingly,
31.6% of the employers support this argument as root barrier.
General recommendations
The initiative taken to:
• Increase awareness of industry people, worker and general people on NTVQF.
• Increase number of NTVQF certified workforce, number of registered training organizations and
assessment center in rural areas.
• Increase opportunity in getting further level of certification for rapid horizontal and vertical
expansion of NTVQF.
• Modify of competency standard, assessment tools and CBLMs regularly on the basis of training
need analysis to ensure proper skill according to basic education, age, and physical abilities. Ensure
the availability of these documents in both English and Bangla.
• Set-up job placement cell and occupation guidance & counseling cell in the institutes for mitigating
challenges.
• Enhance capabilities of BTEB for monitoring and ensuring proper tools, equipment and raw materials
during training and assessment and providing training to the industry assessors and teacher/trainers.
• Enhance communicating capabilities of BTEB in getting international recognition of NTVQF.
• Ensure proper database management system in NTVQF cell and computer cell of BTEB for doing
research work.
• Link NTVQF clearly with the higher education pathway aligned with timing of employment.
• Increase opportunities for women, disabled and disadvantaged group of people to get NTVQF
certification.
Policy recommendations
The initiative taken to:
• Formulate recruitment rule and priority given to the NTVQF certified graduates in recruitment,
promotion, enhancing salary and getting professional license from government.
• Establish registered training organizations and assessment center in export processing zones,
economic zones and areas under Bangladesh Small & Cottage Industries Corporation (BSCIC).
• Seek suitable job in local and overseas employment market with ensuring decent salary and proper
working environment.
• Increase provision of financial support for self-employment.
• Sector wise assessment center and registered training organizations should be build up and enhancing
capabilities of Industry Skill Councils (ISCs) to operate those institutions.
• Research wing need to be developed into the ISCs under direct supervision of BTEB research
section.
Recommendations for further research

The present study was aimed to examine employment status and satisfaction level of the NTVQF certified
graduates along with their employer’s satisfaction. But it is found through the study that there is significant
differences exist among the male female groups of the respondents in the mean age, educational status,
employment status, types of organization wherein the graduates are employed, occupations wise NTVQF
certification, total working hour per day, total earning per month, and job satisfaction. So, further research
initiative need to be taken to analyze, address and resolve these issues.
xxviii M a t c h i n g o f N T V Q F Q u a l i f i c a t i o n w i t h t h e O c c u p a t i o n s o f P re s e n t E m p l o y m e n t M a r k e t
Conclusion
The reform agenda of TVET had to initiate identifying skills demand of job market and matching with
existing supply of graduates. Meanwhile, it faced additional challenges, such as, accurately assess the
demand for different categories of skilled workers in different employment markets, develop a coordinated
& flexible training strategy to service that demand, develop a national qualification system against which
skill certification of national standard can be made. Finally, NTVQF has been developed and BTEB has
initiated to implement the CBT&A system. The employment rate, graduates’ satisfaction and employers’
satisfaction were found in higher level. It indicates that the competency based training and assessment
system is required to popularize in our country. Though there are so many challenges and issues which
need to be addressed properly by the corresponding authorities for mitigation and then it can be said that
our workforce would be better skilled, better earned, more satisfied and having better living standard.
Policy would be accumulated for recruiting NTVQF certified graduates, creating overseas employment
and getting international mutual recognition of our NTVQF system which will improve our foreign
remittance earning capacity. This will help Bangladesh to transform middle income status to developed
country in time.
VQF of NTVQF Qualification with the Occupations of Present Employment Market xxix
Occupations of
Chapter 1
Introduction
VQF of NTVQF Qualification with the Occupations of Present Employment Market 1
Occupations of
Chapter 1: Introduction
1.1 Background of the study
Bangladesh is going to face skill shortages in different sectors while Bangladesh has many potential
workforces to develop to ensure timely supply in labour market. Skills development remains out of reach
of these potential workforces as most of them having low level of education so that they could not enter
into their desired formal skills training programs as well as they cannot enter into the formal employment
market due to lack of national recognition of their skills. This means people who could not afford to
continue general education had little option but to find a low paid and low-skilled job in the informal job
market. As a result huge potential workforce was deprived of the opportunity to attain formal skills training
and job pursuing decent work. The demand for skilled human resources continues to grow. Bangladesh’s
future growth requires that the large pool of unskilled labours is transformed into more productive and
more skilled resources through training and education. These are also reflected in our National Policies,
which are summarized below in a compact way.
National Education Policy, 2010 states the three specific objectives of Technical and Vocational Education
and Training (TVET) to ensure skills of high standard at different areas and levels of education so that
learners can successfully compete at the global context. The specific objectives of TVET include the
followings:
1. to build up skilled manpower at a fast pace to create opportunities of economic development and
to increase dignity of labour;
2. to create wide-ranging employment opportunities through export of skilled manpower and to
enhance foreign currency earnings;
3. to increase competent manpower in diverse sectors including Information and Communication
Technology (ICT) at a fast pace keeping in mind the national and international demands.
National Skill Development Policy, 2011 aims to improve the development of human resources by
establishing an expanded and reformed system of skills development that integrates and applies to the
full range of formal and non-formal vocational, technical and skills-based education and training for
employment and/or self-employment. The National Technical and Vocational Qualifications Framework
(NTVQF) is the central mechanism designed to:
• enable more effective planning, coordination and monitoring of skill development activities by
different ministries, donors, industry and public and private providers;
• establish more flexible and responsive delivery mechanisms that better service the needs of labour
markets, individuals and the community at large;
• improve access to skills development for various groups of citizens including women and people
with disabilities, encourage participation in skills development by industry, organizations,
employers and workers and improve skills acquisition in communities;
• improve the alignment of formal and non-formal training programs with industry requirements;
• improve the quality and consistency of nationally recognized qualifications;
• improve the quality and relevance of skills development in Bangladesh;
• increase options for students by broadening program and progression pathways;
• introduce consistent naming of credentials for formal and non formal skills based education and
training;
• provide formal recognition of workplace skills obtained in both the formal and informal economies;
• provide high quality skill outcomes to maintain individuals’ employability and increase their
productivity; and
2 M a t c h i n g o f N T V Q F Q u a l i f i c a t i o n w i t h t h e O c c u p a t i o n s o f P re s e n t E m p l o y m e n t M a r k e t
• support lifelong learning by providing recognized pathways for workers to raise the level of their
knowledge and skills throughout their working life and beyond.
As per National Skills Development Policy (NSDP) 2011, Table 1.1 shows the National Technical and
Vocational Qualification Framework (NTVQF) which consists of 6 skill levels and 2 Pre-vocational levels
for defining labour forces on the basis of their knowledge, skills and attitude (KSA). Please see details
about NTVQF Level description in the Annexure 1.
Table 1.1: National technical and vocational qualification framework in Bangladesh
NTVQF Pre- Vocational Vocational Technical

Job Classification
Level Education Education Education
Diploma in
Middle Level Manager/
NTVQF 6 Engineering or
Sub Assistant Engr. etc.
Equivalent
National Skill
Highly Skilled Worker/
NTVQF 5 Certificate 5
Supervisor
(NSC 5)
National Skill
NTVQF 4 Certificate 4 Skilled Worker
(NSC 4)
National Skill
NTVQF 3 Certificate 3 Semi- Skilled Worker
(NSC 3)
National Skill
NTVQF 2 Certificate 2 Basic- Skilled Worker
(NSC 2)
National Skill
NTVQF 1 Certificate 1 Basic Worker
(NSC 1)
National
Pre-vocation
Pre- Voc 2 Certificate 2
Pre- Vocational Trainee
(NPVC 2)
National
Pre-vocation
Pre- Voc 1 Pre- Vocational Trainee
Certificate 1
(NPVC 1)
As per Article 20.17 of the NSDP 2011, Bangladesh Technical Education Board (BTEB) has been entrusted
with the responsibility for the implementation of the National Technical & Vocational Qualification
Framework (NTVQF) with the support of the National Skills Development Council Secretariat (NSDCS),
Industry Skills Councils (ISCs) and Technical & Vocational Education & Training (TVET) providers.
NTVQF standards qualification consists of 6 skill levels plus 2 Pre-vocational. Since 2012 the BTEB has
approved 51occupations tuned to NTVQF with 141 standards covering from Pre-vocational to skill levels
5. A total of 43 registered training organizations and assessment centers (Public = 19, Private = 11 and
NGO =13) have been established and functionalized during 1st phase action plan of 3 years duration from
2012 – 2015 which is increased to 1861 at present. But only 25 institutes among those 43 organizations
1
http://btebcbt.gov.bd/Utility/list_all_update_record, 15 June 2017.
Occupations of
has already produced 9,554 NTVQF standard qualification classified graduates through BTEB. Please see
details in Annexure 2. This comprises Pre-voc-2 (6,516), Level-1 (2,340), Level-2 (236), Level-3 (08) and
NC-IV (454) including trainers and industry assessors. Please see details in Annexure 3. It seems that most
of these graduates are employed in the industries and institutes of the different sectors in the employment
markets. Moreover, 130 trainers and 324 industry assessors have NTVQF standard qualifications (NTVQF
Cell, BTEB, 2015). These graduates acquired skills through formal or informal training. The complete
pathway of Competency Based Training & Assessment (CBT&A) system is shown in the Figure 1.1.
Figure 1.1: Pathway of training, assessment and certification
In order to accelerate the implementation of NTVQF standards as per decision of the Executive Committee
of National Skills Development Council (EC, NSDC), BTEB has started the preparation of the 2nd phase
Action Plan of 5 years duration from 2016 - 2020. The 2nd phase Action Plan has in-built project as the
part of the strategic plan being prepared that spreads up to 2030, the year of the least dependency of the
population of Bangladesh. The 2nd Phase Action Plan within the frame of the overall responsibility of the
BTEB entrusted by the NSDP covers wider aspects of the different sector of the economy, BTEB’s on-
going selected courses for the translation tuned to NTVQF standards up to skill level 6 and that may be
leading to Bangladesh Qualification Framework (BQF) raising the standards up to level 10 (A. Rafique,
2017).
1.2 Problem statement and its justification
Employers are shouting in many times that the traditional TVET graduates cannot meet their job demand
due to lack of proper skills. On the other hand, there are 50.8 million people are engaged in informal
employment in our country (Labour Force Survey 2013, BBS). It is 75.1% of total urban employment is
engaged in informal sectors whereas it is 92.2% in rural areas. LFS 2013 also reports that the informal
employment was far higher among the less educated people and it trends upward. They cannot enter
into the formal TVET as well as formal employment market for decent work due to lack of education
and recognition of their skills. To meet the industry requirement, BTEB is implementing NTVQF as
its organizational mandate as newly formed certification system in our country. It targets the informal
workforce with no or less formal education and training for entering into the Pre-vocational level of skill
training. Depending upon the performance of their skills in prescribed format, they could be recognized as
Pre-Vocational certified graduates. Henceforth they could prove themselves to be eligible and acceptable
to the job market. After having a decent job, they can achieve their upper level certification. In addition,
other people can also be trained and certified as competent graduates for different levels of skills depending
on their performance in the training and assessment.
As a newly formed certification system in Bangladesh, there is no research based evidence for ensuring
the effectiveness of the CBT&A system. Therefore BTEB requires reviewing the CBT&A system with
a view to promoting the system for mass people certification. At this stage BTEB envisages to trace out
the NTVQF certified graduates (i.e., RTO and RPL), industry assessors, teacher/trainers and employers
for measuring the effectiveness of the CBT&A system. This is the main objective of the present study on
‘Matching of NTVQF Qualification with the Occupations of Present Employment Market’.
1.3 Research objectives and research questions of the study
With a view to examining the matching of the NTVQF standards qualifications of the graduates with the
occupation of the employment market, the study aims to:
1. assess the employment status of the NTVQF certified graduates;

2. what extent the NTVQF certified graduates are satisfied to the NTVQF certification;
3. what extent the employers are satisfied with the performance of NTVQF certified graduates and
4. compare graduates RTO with graduates RPL in terms of employment status.
In order to enhance the recognition of the skilled workforces who are contributing in the employment
market, the study is an effort to answer of the following research questions linked with the above research
objectives.
• What are the employment statuses of the NTVQF certified graduates?

• What are the levels of job satisfaction of the graduates?
• What are the levels of satisfaction of the employer with the graduates’ performance?
• Is there any significant difference in the employment status between the RTO and RPL graduates?
Exploring the responses in regard to the above research questions would be of great imperatives for
BTEB officials, TVET personnel, employers as well as the researchers and policy makers for further
improvements in the execution of such nationwide programs in Bangladesh through formulating strategies
for promoting the system to the mass people.
1.4 Scope of the study
The graduates were assessed in the BTEB accredited assessment center located in Barishal, Bogura,
Chattogram, Dhaka, Feni, Gazipur, Khulna, Narayanganj, Rajshahi, Rangpur and Sylhet districts. Table
1.2 express the district wise distribution of NTVQF certified graduates. Ten districts out of eleven were
selected for data collection for this study. Here we excluded Narayanganj district due to availability of
very few numbers (only 10) of graduates. Moreover, some secondary data of BTEB and other required
sources were used here for the study.
Occupations of
Table 1.2: District wise distribution of NTVQF certified graduates
District Graduate (Number) %

Barishal 64 0.67%
Bogura 669 7.00%
Chattogram 3,885 40.66%
Dhaka 3,446 36.07%
Feni 58 0.61%
Gazipur 615 6.44%
Khulna 197 2.06%
Narayanganj 10 0.10%
Rajshahi 24 0.25%
Rangpur 563 5.89%
Sylhet 23 0.24%
Total 9,554 100%
Source: NTVQF Cell, BTEB, 2015.
NTVQF certified graduates were found in four following different categories:
1. Industry Assessor
2. Teacher/Trainer,
3. Graduates RTO and
4. Graduates RPL
Figure 1.2: Category wise NTVQF certification (%)
Figure 1.2 shows the category wise distribution of the NTVQF graduates in Bangladesh (see Annexure
4 for details). It is found that the maximum numbers of graduates were certified through ‘Recognition of
Prior Learning’ noted as ‘Graduate RPL’ while the second largest group was found as ‘Graduate RTO’,
who were getting training from registered training organization and assessed by the industry assessor for
getting NTVQF certification from BTEB. The third category of the graduates is the industry assessors,
who require minimum two years job experience in industry along with skill level certification aligned
with NTVQF as well as Statement of Achievement of NC-IV from BTEB. The final category is the
teacher/trainer, who must be employed at the institute level and must fulfill the criteria of skill level
certification aligned with NTVQF as well as full qualification of NC-IV from BTEB.
Figure 1.3 demonstrates the NTVQF Level wise distribution of graduates in Bangladesh. The maximum number
of graduates was certified in Pre-vocational-2 level and the second largest group was the ‘Level-1’of NTVQF
Figure 1.3: Level wise NTVQF certification (%)
Figure 1.4 reports the distribution of graduates by occupation aligned with NTVQF in Bangladesh. The
highest number of graduates was certified in Electrical Installation and Maintenance in Construction
sector (30%) and the second largest group was found for Plumbing (15%). See details in Annexure 5
Figure 1.4: Occupation wise NTVQF certification (%)
Occupations of
1.5 Limitations of the study
This study suffers from the following limitations:
1. One occupation “Graphic Design” was excluded from the study as there was only one institute for
this occupation.
2. 10 out of 25 TVET providers provided partial data for the study. Therefore, we dropped it for our
analytical clarity.
3. The study excluded Narayanganj district from data collection due to availability of very few
numbers (only 10) of graduates.
4. Overall data collection process could not be monitored physically due to time constraints.
Chapter 2
Data, Methodology and Conceptual Framework
Occupations of
Chapter 2: Data, Methodology and Conceptual Framework
2.1 Sampling
BTEB has already produced 9,554 certified graduates aligned with NTVQF in 24 different occupations of
10 different sectors. These sectors include Agro-food, Construction, Furniture, Information Technology,
Informal Economy, Leather & Leather Goods, Light Engineering, Ready Made Garments, Tourism &
Hospitality and Transport Equipment.
Data was collected from NTVQF certified graduates of different occupations and respective employers.
For selecting NTVQF certified graduates, sampling was done in three different ways: Online Sample
Calculator2, The Survey System 11 and the statistical formula of simple random sampling. After providing
Margin of Error (ME) = 5%, Confidence Level (CL) = 95%, Response Distribution (RD) = 50% and Total
Population Size (TPS) = 9,554, the Sample Size (SS) stood at 369.
2.1.1 Sample size determination using ‘Online Sample Calculator’
This sample size calculator is available online for providing public service to the researcher. We can
use it to determine how many people you need to interview in order to get results that reflect the target
population as precisely as needed. We can also find the level of precision we need in an existing sample.
Before using the sample size calculator, there are two terms that we need to know. These are: confidence
interval or margin of error and confidence level. Enter your choices in a calculator below to find the sample
size we need or the confidence interval we have. Leave the Population box blank, if the population is very
large or unknown. Table 2.1 shows the sampling done by the ‘Online Sampling Calculator’.
Table 2.1: Sampling done by ‘Online Sampling Calculator’
What margin of error can 5% The margin of error is the amount of error that you can tolerate. If 90% of respondents
you accept? 5% is a common answer yes, while 10% answer no, you may be able to tolerate a larger amount of error
choice than if the respondents are split 50-50 or 45-55. Lower margin of error requires a larger
sample size.
What confidence level do you 95% The confidence level is the amount of uncertainty you can tolerate. Suppose that you
need? Typical choices are 90%, have 20 yes-no questions in your survey. With a confidence level of 95%, you would
95%, or 99% expect that for one of the questions (1 in 20), the percentage of people who answer yes
would be more than the margin of error away from the true answer. The true answer is
the percentage you would get if you exhaustively interviewed everyone. Higher confi-
dence level requires a larger sample size.
What is the population size? 9,554 How many people are there to choose your random sample from? The sample size
If you don’t know, use 20,000 doesn’t change much for populations larger than 20,000.
What is the response distribu- 50% For each question, what do you expect the results will be? If the sample is skewed highly
tion? Leave this as 50% one way or the other, the population probably is, too. If you don’t know, use 50%, which
gives the largest sample size.
Your recommended sample 369 This is the minimum recommended size of your survey. If you create a sample of this
size is many people and get responses from everyone, you’re more likely to get a correct an-
swer than you would from a large sample where only a small percentage of the sample
responds to your survey.
2
Available at http://www.raosoft.com/samplesize.html.
2.1.2 Sample size determination using ‘The Survey System 11’
The Survey System Version 11.0 software is a one-stop-shop for survey research. It can help create
questionnaires and enter, manage, process and present survey research results. We can collect data via
paper, telephone, internet, smart phones and tablets. Web page and telephone surveys can combine pre-
existing information with survey answers.
The survey system produces many different kinds of presentation ready for tables, charts and verbatim
reports. Other reports help manage the survey process, such as determining where people leave a survey
and track interviewers or respondents. We can produce tables and other reports on the screen (where we
can edit them if we like) and then send them to a printer and/or save them in a file. We can also send tables
and other reports directly to a printer or file.
The survey system saves our time. We enter our questions and answer choices only once (or import them
from Word or another source) and use them for any and all of these tasks. In addition, The survey system
can share information with many other types of software. Data that has been scanned by the remark office
OMR system can be entered directly into the survey system. Other scanners and software packages can
usually export fixed ASCII Files which can be imported into the survey system. You can export data in
both fixed and delimited ASCII Files, such as CSV files, and in XLS/XLSX files. You can also export
question and answer choice labels to SPSS.
The sampling required for this study was done by this Survey System 11 version which, is shown in the
following Figure 2.1.
Figure 2.1: Sampling done by the software ‘The Survey System 11’
Occupations of
2.1.3 Sample size determination using statistical formula
Sample is the part of the population that helps us to draw inferences about the population. Collecting
research of the complete information about the population is not possible and it is time consuming and
expensive. Thus, we need an appropriate sample size so that we can make inferences about the population
based on that sample. Here we use statistical formula of simple random technique for determining the
sample size as follows-
There were different strata and diversification found in the study population. The graduates were classified
as graduate RTO, graduate RPL, industry assessor, and teacher/trainer. In addition, there exist NTVQF
level and occupation wise classifications among the graduates. For this reason, corrected sample size was
doubled and rounded off for the study. This sample size was considered as representative for the country as
a whole. Such sample process helped us to select at least 3-5 graduates from each occupation. Therefore,
total sample size stood at 800 NTVQF certified graduates. Figure 2.2 shows the sample size calculated
for the study. Due to lack of available statistics of employers employing our graduates, we purposively
surveyed 100 employers for assessing employer’s satisfaction towards our graduates.
Figure 2.2: Sampling process for the study
2.1.4 Respondents selection
Data were collected in this study mainly from two types of respondent (i.e., graduates and employers).
The graduates were selected by sampling methods of random and snowball in ten different districts of
Bangladesh. Table 2.2 shows the district wise sample distribution including NTVQF certified graduates
(i.e., graduate RTO, graduate RPL, industry assessor, & teacher/trainer) and employers.
Table 2.2: District wise sample distribution
NTVQF Certification (in Number)

Grand
District Graduate Graduate Industry Teacher/ Employer
Total Total
RTO RPL Assessor Trainer
Barishal 6 6 4 4 20 10 30
Bogura 22 22 6 3 53 10 63
Chattogram 133 133 44 22 332 24 356
Dhaka 113 113 39 17 282 26 308
Feni 2 2 2 2 8 2 10
Gazipur 21 21 7 6 55 6 61
Khulna 6 6 2 2 16 8 24
Rangpur 9 9 4 4 26 12 38
Rajshahi 1 1 1 1 4 1 5
Sylhet 1 1 1 1 4 1 5
Total 314 314 110 62 800 100 900
2.2 Data collection techniques and tools
Primary data were collected using structured questionnaires. A total of five set questionnaires along with
guidelines were developed for data collection from Graduate RTO, Graduate RPL, Industry Assessor,
Teacher/Trainer and Employer. Please see details questionnaire and guidelines in Annexure 6 to 11.
2.3 Piloting
All these five set of questionnaires were piloted in two institutions at Dhaka city in early June of 2016.
We covered both boys and girls with all occupations to understand the level of facing difficulties of the
questionnaires. During the piloting, it was discovered that few set of questions were redundant. Therefore,
to get rid of those complexities, necessary modifications were done after the piloting. Moreover, we
included some alternative answer options for some questions for finalizing the questionnaires. Actually
piloting made our questionnaire smooth and easy to follow. Principal Investigator (PI) along with research
team members was present during the piloting process.
2.4 Training for data collection

A total of 74 Enumerators and 25 Supervisors were trained to manage data collection for the study at mid
of June 2016 at BTEB premise. Enumerators went through details of the questionnaire during three days of
training at BTEB. BTEB arranged mock questionnaire fill up session to assess the level of understanding
of the enumerators. Enumerators were highly trained and experienced to conduct this type of survey.
Therefore, BTEB research team did not have to go through the ordeal due to the readiness and promptness
of the enumerators.
Occupations of
2.5 Field mobilization
Our lesson from data collection experience is that it would have been even better if we could collect
data earlier of the year. Usually December is the month of vacation and hence most of the educational
institutions remained closed during this month. The field mobilization timing was not the best. But we
realized this only after mobilization. Data collection process could have smoother if we could begin the
survey first half of the year.
2.6 Field visit of the study team

Researchers of the study team visited two pre-selected districts during the survey to understand the ground
reality. Researchers talked with the respondents and the respondents filled some questionnaire. This
process helped to understand the respondent’s response. Moreover, study team took in-depth interviews of
the respondents as well as the employers for understanding the ground reality of the context.
2.7 Data collection supervision

For the purpose of transparency and to check the validity of data approximately 25% of the data randomly
selected and contacted to the respondent over phone. The primary reason of this exercise is to check
whether the interview actually happened or enumerators have filled questionnaire by themselves or not.
Telephonic Monitoring and Coordination were done simultaneously. For doing this study, BTEB developed
a research team and resource panel (Annexure 12) for providing intellectual support to the research team.
The research team comprises with one (01) team leader, one (01) principal investigator, six (06) team
members, twenty four (24) data collection coordinators and seventy two (72) enumerators/data collectors
who are certified teachers/trainers aligned with NTVQF and are well-trained in data collection for empirical
research. Please see details in Annexure 13 to 15. The hierarchy for data supervision is shown in Figure
2.3.
Figure 2.3: Data supervision hierarchy
2.8 Data collection status
Approximately 97% data were collected successfully. One occupation “Graphic Design” was excluded
from the study as there was only one institute for this occupation. Moreover, 10 out of 25 TVET providers
provided partial data for the study. Therefore we dropped it for our analytical clarity. The study also
excluded Narayanganj district from data collection due to availability of very few numbers (i.e., only
10) of graduates. Data collection status is reported in Table 2.3 which shows that we had at least 94%
responses from the graduates and 98% from the employers.
Table 2.3: Data collection achievement status
Category of Respondents Targeted Achieved Rate of Data Collection (%)

Graduate RTO 314 300 96%
Graduate RPL 314 314 100%
Industry Assessor 110 103 94%
Teacher/Trainer 62 59 95%
Employer 100 98 98%
Grand Total 900 874 97% (Average)
2.9 Methodology
The research applied survey methodology. As a part of methodology, we employed different statistical
tools for our analysis. First of all, we use statistical software Statistical Program for Social Science (IBM
SPSS Statistics 21) to input the data and henceforth, the findings. Secondly, descriptive statistics where
extensively used for fulfilling the objectives of the study.
2.10 Data analysis
Data was processed by using the statistical software like the Statistical Program for Social Science (IBM
SPSS Statistics 21 version) in addition to Microsoft Excel. Figure 2.4 shows the flowchart of data analysis.
Figure 2.4: Flowchart of data analysis
Occupations of
2.11 Conceptual framework for measuring matching
According to the Merriam-Webster dictionary, ‘Matching’ refers to a person or thing equal or similar to
another; in addition, matching refers to one able to cope with another’s demands. It extends to acceptability,
which defines as the quality of being tolerated or allowed. Oxford Learner’s Dictionary defines acceptability
as the degree to which something is agreed or approved by most people in a society. Therefore matching
expresses satisfactoriness by virtue of conforming to approved standards. Satisfactoriness is the main
focus to measure acceptability tends to matching. So, ‘Matching of NTVQF Standard Qualification with
the Occupations of Employment Market’ can be measured in the three following consequent ways:
• To know the employment status of the NTVQF certified graduates;

• To know the job satisfaction of the NTVQF certified graduates and
• To know the employer’ satisfaction on the performance of the NTVQF certified graduates.
Figure 2.5 demonstrate the framework for measurement of matching of standard qualification with the
occupations of employment market.
Figure 2.5: Framework for measurement of matching
Chapter 3
Results and Discussions: Graduate RPL
Occupations of
Chapter 3: Results and Discussions: Graduate RPL
3.1 Socio-demographic characteristics of the graduate RPL
3.1.1 Sex and age of the graduate RPL
Socio-demographic characteristics of the graduate RPL show that more than one-fourth of the graduate
RPL is women (Table 3.1). Table 3.2 shows the age group of the graduate RPL. The age of the majority
of this group is found 18-49 years which stands in the extreme working aged band. Though there is a
few percent (1.6%) of the graduate RPL found with their age under 18 years. This is an indication of the
inefficient selection process of the candidates.
Table 3.1: Distribution of graduate RPL by gender

Category Number of Graduate RPL Percent (%)
Male 232 73.9
Female 82 26.1
Total 314 100%
Table 3.2: Age differential of graduate RPL

Age Group (Years) Number of Graduate RPL Percent
<18 5 1.6
18-29 217 69.1
30-39 74 23.6
40-49 17 5.4
>49 1 0.3
Total 314 100.0
The average age of the male graduate RPL is 27.24 years whereas it is 26.93 years for the female graduate
RPL. The age range is higher for the male graduate compare to their counterpart. The age ranges for
male from 18 to 56 years whereas it ranges from 17 to 45 years for the female. However, we explored
whether there were any significant differences in the mean age of the male and female graduates RPL
using independent sample t-test (Annexure 16). The result shows that there is no significant difference in
the mean age of the male and female graduate RPL (Table 3.3).
Table 3.3: Age differential of graduate RPL by gender

Age (Years) Independent
Category Mean Difference
Minimum Maximum Mean Sample t-Test
Male 18 56 27.24 0.380
0.31
Female 17 45 26.93 (p=0.704)
3.1.2 Educational status of the graduate RPL
Now we focus on the highest level of education achieved by the graduate RPL. Here we present the
findings by gender category (Figure-3.1). In case of primary level education the proportion of female is
slightly higher than that of the males. However the reverse picture is true in case of junior level education
(up to class VIII). But the percentage of SSC/Dakhil/Equivalent pass RPL graduate is found higher for
female than the male. The same scenario is true for HSC/Alim/Equivalent. However percentage of male
RPL graduate is comparatively higher for secondary/higher secondary/equivalent vocational education. In
case of Diploma-in Engineering and B. Sc. Engineering, more male RPL graduates are found. Male with
no formal education is 2.2% but it is 0% for similar category of female. General observation on the highest
level education is that the percentage of female with general education is comparatively higher than their
counterpart. But the opposite picture is true for male with background of vocational and engineering
education.
Figure 3.1: Comparison of highest education of graduate RPL by gender
3.2 Economic characteristics of the graduate RPL
3.2.1 NTVQF level of the graduate RPL by gender
As per NTVQF level, graduate RPL comprises two categories: Pre-vocational-2 and NTVQF-1. Findings
show that it is about 82% of the graduate RPL is from Pre-vocational-2 and the rest is from NTVQF-1.
This is shown in Figure 3.2.
Figure 3.2: Graduate RPL by NTVQF level
Occupations of
Table 3.4 shows NTVQF level of the graduate RPL by gender. It shows that 81.5% of the male RPL
graduate completed Prevoc-2 and the rest completed NTVQF-1. Almost similar finding are observed for
female RPL graduates. The estimated Pearson Chi-square value is 0.297 and p-value is 0.586 which is
insignificant (Annexure 17).
Table 3.4: NTVQF level of graduate RPL by gender
Category Pre-vocational-2 NTVQF-1 Pearson Chi-Square (p)

Male 81.5% 18.5%
0.586
Female 84.1% 15.9%
3.2.2 NTVQF occupation of the graduate RPL by gender and the year of certification
Table 3.5 reports that a substantial portion of male RPL graduate was certified in construction related
Electrical Installation and Maintenance (31.5%), which is followed Plumbing (28.9%) and Motorcycle
Servicing (27.2%). In contrast a significant portion of female RPL graduate was certified in Tailoring
& Dress Making (42.7%). This is followed by Sewing Machine Operation (40.2%) and Block Batik &
Screen Printing (12.2%). For full details, see Table 3.5.
Table 3.5: Distribution of graduate RPL by NTVQF occupation
NTVQF Occupation Male (%) Female (%)

Block Batik & Screen Printing 0.4 12.2
Electrical Installation and Maintenance (Construction) 31.5 2.4
IT Support 6.9 -
Motor Cycle Servicing 27.2 -
Plumbing 28.9 2.4
Sewing Machine Operation 2.6 40.2
Tailoring & Dress Making - 42.7
Welding 2.6 -
Moreover, Figure 3.3 shows the year wise distribution of the graduate RPL. It explores that the majority
of the NTVQF certification was done in 2015 (96.2%).
3.2.3 Employment status of the graduate RPL by gender
Employment scenario comprises three categories: employed, self-employed and un-employed. A total
of 54.8% of the graduates RPL are found employed whereas 39.8% of the graduates RPL are found self-
employed and 5.4% of the graduates RPL are found un-employed. The male-female data of the graduates
RPL regarding the employment status is reported in Figure 3.4, which shows that more males are employed
than females. But the proportion of self-employed women is higher than male. However, unemployed
women are much higher than their counterpart. Overall, male are more actively engaged in productive
activities compare to female.
Figure 3.4: Employment status of the graduate RPL by gender
Differential in the employment status of the graduate RPL by gender is checked using Chi-square test.
The probability of the estimated Pearson Chi-Square value (i.e., 7.472) is 0.024, which means there is
significant difference in the employment status of the male with that of female group (Annexure-18).
Moreover, graduates RPL are employed in different categories [(i.e., Full-time, Part-time and Seasonal
(see definition)]. It is about 83%, 14% and 3% of employed graduate RPL are engaged in full-time, part-
time and seasonal employment respectively. The variation in the employment data between the male and
female groups is analyzed through Pearson Chi-Square test. The estimated Chi-Square value is 1.517
(p=0.468). Therefore, there is no variation in the employment status of the male and female groups. Please
see details in Table 3.6 and Annexure 19.
Table 3.6: Types of employment of graduate RPL by gender
Category Full-time Part-time Seasonal Pearson Chi-Square

Male 81.9% 14.3% 3.8%
1.517
Female 84.6% 15.4% 0.0%
Graduates RPL are employed in four categories of organization (i.e., Public, Private, NGO and Multi
National Company (see definition). Figure 3.5 reports that graduates RPL are working mostly in private
organizations (82.6%).However, 2nd choice is the public enterprises while the rest is employed in NGOs
and MNCs. The significant divergence of the types of organization exists among the graduate RPL male
Occupations of
and female groups. The estimated Chi-Square value is 6.481 (p=0.09). Therefore, significant variation
exists by gender in case of employment across organizational type (see details in Annexure 20)
.
On the other side, about 40% graduates RPL are self-employed in construction, informal, information
technology (IT), readymade garments (RMG) and transport sector. Figure 3.6 shows that majority of
the self-employed graduates RPL are engaged with construction sector (41.6%) followed by informal
(26.4%) and transport (24%) sector as well. However, opportunities for self-employment in Electrical
Installation & Maintenance and Plumbing occupation of construction sector are found prominent followed
by Tailoring & Dress Making in Informal and Motorcycle Servicing in Transport sector. The significant
variation in the sector wise occupation in self-employment group exists as the estimated value of Pearson
Chi-Square is 479.576 (p=0.00). This implies that self-employed matches with the occupations of the
corresponding sector. Please see full details in Annexure 21.
Figure 3.6: Distribution of graduate RPL by sector of self-employment
In addition, 41.5% of female graduate RPL are self-employed whereas it is 39.2% for their counterpart.
But the data show that there is no female found among the self-employed graduate RPL in construction,
information technology and transport sectors. Moreover, women are contributing in informal and RMG
sectors more with their expertise in Tailoring & Dress Making, Block Batik & Screen Printing and Sewing
Machine Operation occupations. It indicates that female is encouraged to be self-entrepreneur in the
clothing field. The significant variation by gender exists in the sector wise occupation in self-employment
group. The estimated value of Pearson Chi-Square is 102.996 (p=0.00). Please see details in Annexure 22.
In contrast to the employment and self-employment characteristics of graduate RPL, there is another
category, which is known as ‘Un-employed’. In this study, 3.4% male and 11.0% female among the
graduate RPL are found un-employed while in general a sum total of 5.4% graduate RPL remains un-
employed due to six main reasons i. e., disabilities, dissatisfaction on payment, family constraint, higher
education, job constraint as per competency and seeking suitable job. Please see full details in Table 3.7.
Table 3.7: Distribution of graduate RPL by cause of unemployment

Cause of Unemployment Number of Un-employed graduate RPL Percent (%)
Disabilities 1 5.9
Dissatisfaction on Payment 1 5.9
Family Constraint 2 11.8
Higher Education 7 41.2
Job Constraint as per competency 2 11.8
Seeking Suitable Job 4 23.5
Total 17 (Out of 314) 100%
3.2.4 Role of NTVQF for graduate RPL
This section explores the role played by NTVQF for the graduate RPL. In this section, we have considered
only those who are employed and self-employed. Role of NTVQF is measured by some indicators like
whether NTVQF has created more opportunities in his/her job enhancement, promotion, increased earning
as well as improved social status. Table 3.8 reports the summary findings on the key variables which are
used to measure the role played by NTVQF. It shows that almost all RPL employed and self-employed
graduates think that NTVQF has created more opportunities at the work place. It is about 90% think that
NTVQF has enhanced the opportunities for their promotion and earnings at their work place. But 26.2%
of the employed graduate RPL reports that their salaries did not increased after certification as well as
47.1% of the same group did not get promotion. The reasons behind this discrimination are found as there
is no provision for increasing salary and getting promotion in their respective organization’s rules, lack of
awareness of the employers, less educational qualification of the graduates, and there is no relevant higher
post in the organization. It is imperative that around 98% feel better as it has improved their social status.
Due to this reason, 99% of the employed and self-employed graduate RPL shows intention to achieve
higher level certification though 14.8% of this group wants to change occupation for getting decent job
with higher salary, provision of promotion and social status.
Table 3.8: Distribution of graduate RPL by role of NTVQF

Variables Number of graduate RPL %
More opportunity for job enhancement at working place 294 99.0
Enhanced opportunity for promotion 155 90.1
More earning at work 263 88.6
Improved social status 290 97.6
3.2.5 Status of total torking hour per day of the graduate RPL
Figure 3.7 shows that more than three-fourth of the graduate RPL engaged in their workplace for six to
ten hours per day. A considerable number of graduate RPL are doing their job for 11-15 hours per day.
Please see Annexure 23 for details. In addition, there is a significant difference found on total working
Occupations of
hour in employed (8.8 hours/day) and self-employed groups (8.9 hours/day). Independent sample t-test
shows that there is no significant variation in the total working hours per day between the employed and
self-employed groups (see Annexure 24).
Moreover, there is no variation in the total working hour between the male and female employee groups
(see details in Annexure 25).But there exists significant variation in the total working hour between the
male (9.8 hours/day) and female (6.6 hours/per day) in self-employed groups (see details in Annexure 26)
as the estimated mean difference of the working hours is highly significant.
3.2.6 Earning status of the graduate RPL
Earning status of the graduate RPL has been measured using the descriptive statistics. Before getting NTVQF
certification, average earning of the graduate RPL was around BDT 8,807. The effectiveness of training is
reflected in their earnings as it has been increased to BDT 11,763 after receiving NTVQF certification (see
Annexure 27). This finding is true irrespective of the gender. However, there exists signification variation
in the gender earnings gap. It persists before and after receiving NTVQF certification (see Annexure 28 and
29). Total earning per month of the graduate RPL who are employed and self-employed is grouped into 6
different ranges (i.e., <1000/-, 1001-5000/-, 5001-10000/-, 10001-15000/-, 15001-20000/-, and >20000/-).
Earning status is analyzed in two different ways, such as earning before getting NTVQF certification and
earning after getting NTVQF certification. Table 3.9 expresses the total earning per month achieved by
the above-mentioned groups before and after getting NTVQF certification. From Table 3.9 it is clear that
getting NTVQF certification moves them to the upper earning range (see Figure 3.8).
Table 3.9: Distribution of graduate RPL by total earning per month before & after NTVQF certification
Earning Range (BDT) Before (%) After (%)

<1000/- 1.3 0.0
1001-5000/- 19.5 3.7
5001-10000/- 54.9 45.5
10001-15000/- 18.5 35.0
15001-20000/- 4.7 11.8
>20000/- 1.0 4.0
Total 100.0 100.0
3.3 Satisfaction of the graduate RPL
The satisfaction was measured with the five point Likert scale commenting as Not Agree (1), Moderately
Agree (2), Agree (3), Very Much Agree (4), and Strongly Agree (5) on satisfaction with present earning
after getting NTVQF certification. Indicators for measuring satisfaction include satisfaction with present
performance in workplace, satisfaction of employer on performance of graduate RPL in the workplace,
satisfaction with workplace environment, feeling essential for the organization, want to change working
organization, relevancy of NTVQF certification with present occupation, Competency Based Training
and Assessment (CBT&A) system is more appropriate than traditional training system, Competency
Standards are relevant with the occupations of employment market demand, Competency Standards
includes coordinated and required Competencies (knowledge, skills, attitudes), Training delivery in
CBT&A system is more effective than traditional training delivery system, and Assessment & Monitoring
provision in CBT&A system is more effective than traditional Assessment & Monitoring system. Table
3.10 illustrates that the mean value of the factors of job satisfaction of the graduate RPL is 3.70, which
implies that the graduate RPL shows more than average satisfaction on NTVQF certification through
CBT&A system. However, there is a potential scope to improve the satisfaction of the graduate RPL by
addressing the challenges that the graduate face after receiving NTVQF certification.
Table 3.10: Job satisfaction of graduate RPL
Factors of Job Satisfaction Mean Std. Deviation

Satisfaction with present earning after getting NTVQF certification 3.08 1.04
Satisfaction with present performance in workplace after getting NTVQF certification 3.45 0.94
Satisfaction of your employer on performance in workplace after getting NTVQF
3.77 0.96
certification
Satisfaction with workplace environment after getting NTVQF certification 3.34 0.97
You are essential for your organization 3.66 1.10
Occupations of
Factors of Job Satisfaction Mean Std. Deviation
Want to change working organization after getting NTVQF certification 2.77 1.37
Relevancy of NTVQF certification with your present occupation 4.04 1.02
Training system in CBT&A is more appropriate in comparison with
4.11 0.86
traditional system
Competency Standards are relevant with the occupations of employment
3.86 0.79
market
Competency Standards includes required Knowledge, Skills and Attitudes 3.92 0.80
Training delivery in CBT&A is more effective in comparison with traditional
4.07 0.76
system
Monitoring and Assessment system in CBT&A is more effective in
4.29 0.81
comparison to traditional system
Average 3.70 0.95
3.4 Issues and challenges faced by the graduate RPL
Graduate RPL are distributed by their job location. Table 3.11 explores the division wise distribution. The
majority of the graduate RPL are traced out in industrial belt of Dhaka, Chattogram, Rangpur and Rajshahi.
Table 3.11: Distribution of graduate RPL by job location

Division Number of graduate RPL %
Barishal 2 0.64
Chattogram 145 46.18
Dhaka 82 26.11
Khulna 7 2.23
Rajshahi 35 11.15
Rangpur 43 13.69
Total 314 100%
As they come from different districts of the division for work, they face some initial challenges regarding
their training and certification inclined with NTVQF and they noticed some issues to be addressed by the
respective authorities.
Graduates RPL express their challenges faced in implementing NTVQF certification in their workplace in
Bangladesh context. They emphasize on increasing awareness of industry people, worker & general people
on NTVQF. They propose vigorous campaign for disseminating information about NTVQF certification
system and its strengths & opportunities among the mass people; though majority of them think that
Advertisement on Paper (20.1%) and RTO/RPL Center (64%) can play very good role here (Annexure 30).
The second issue to be addressed is to increase number of certified teacher/trainer, industry assessor & RTO/
Assessment center in rural area for increasing opportunity in getting new and further level of certification.
At present, majority of the graduate RPL was trained by working in non-formal shop/workshop (39.8%),
by working in formal organization (36.3%) followed by getting training from BTEB affiliated institute
(9.2%). Please see full details in Annexure 31.
The third issue is to make quick modification of Competency Standard, Assessment Tools and CBLMs
due to the changing pattern of technology rapidly. They also focus on the searching suitable job in local
and overseas employment market.
Besides, the graduate RPL reports that they faced shortage of proper tools, equipment and raw materials
during training and assessment. They also comment on enhancing capabilities of BTEB’s monitoring
and supervision. In addition, they suggest formulating policies on giving priority to the NTVQF certified
graduates in getting government professional license recruitment, promotion and enhancing salary with
proper working environment to ensure decent job. They also mention to reduce the cost of certification and
to create opportunities for gender equity.
Occupations of
Chapter 4
Results and Discussions: Graduate RTO
Chapter 4: Results and Discussions: Graduate RTO
4.1 Socio-demographic characteristics of graduate RTO
4.1.1 Sex and age of the graduate RTO
Socio-demographic characteristics of the graduate RTO show that more than one-third of the graduate
RTO is women (Table 4.1). Table 4.2 shows the age group of the graduate RTO. The age of the majority of
this group is found 18-29 years (77%). However, 9.3% of the graduate RTO is below 18 years and 1.7% is
above 49 years. This is an indication of the inefficient selection process of the candidates.
Table 4.1: Distribution of graduate RTO by gender

Category Number of Graduate RTO Percent (%)
Male 204 68.0
Female 96 32.0
Total 300 100%
Table 4.2: Age differential of graduate RTO

Age Group (Years) Number of Graduate RTO Percent
<18 28 9.3
18-29 231 77.0
30-39 25 8.3
40-49 11 3.7
>49 5 1.7
Total 300 100.0
The average age of the male graduate RTO is 23.36 years whereas it is 24.11 years for the female graduate
RTO. The age range is higher for the male graduate compared to their counterpart. The age ranges for male
from 16 to 59 years whereas it ranges from 14 to 53 years for the female. However, we explored whether
there were any significant differences in the mean age of the male and female graduates RTO by using
independent sample t-test (Annexure 32). The result shows that there is no significant difference in the
mean age of the male and female graduate RTO (Table 4.3).
Table 4.3: Age differential of graduate RTO by gender

Age (Years) Mean Independent
Category
Minimum Maximum Mean Difference Sample t-Test
Male 16 59 23.36 0.830
Female 14 53 24.11 0.757
(p=0.407)
4.1.2 Educational status of the graduate RTO
Now we focus on the highest level of education achieved by the graduate RTO. Here we present the
findings by gender category (Figure 4.1). In case of primary level education the proportion of female
is much higher than that of the males; the same picture is true in case of junior level education (up to
class VIII). But the percentage of SSC/Dakhil/Equivalent pass RTO graduate is found higher for male
than the female. The same scenario is true for HSC/Alim/Equivalent. However percentage of male RTO
graduate is comparatively higher for secondary/higher secondary/equivalent vocational education. In case
Occupations of
of Diploma-in Engineering and B. Sc. Engineering, more male RTO graduates are found also. In case of
BBA/BSS/BSc/BA/BCom and MBA/MSS/MSc/MCom more female are found than that of male. General
observation on the highest level education is that the percentage of female with general education is
comparatively higher than their counterpart. But the opposite picture is true for male with background of
vocational and engineering education
4.2 Economic characteristics of the graduate RTO
4.2.1 NTVQF level of the graduate RTO by gender
As per NTVQF level, graduate RTO comprises two categories: NTVQF-1 and NTVQF-2. Findings show
that it is about 87% of the graduate RTO is from NTVQF-1 and the rest is from NTVQF-2. This is shown
in Figure 4.2.
Figure 4.2: Graduate RTO by NTVQF level
Table 4.4 shows NTVQF level of the graduate RTO by gender. It shows that 87.3% of the male RTO
graduate completed Level-1 and the rest completed Level-2 of NTVQF. Almost similar finding are
observed for female RTO graduates. The estimated Pearson Chi-square value is 0.191 and p-value is 0.662
which is insignificant (Annexure 33).
Table 4.4: NTVQF level of graduate RTO by gender
Category NTVQF-1 NTVQF-2 Pearson Chi-Square (p)
Male 87.3% 12.7%
0.662
Female 85.4% 14.6%
4.2.2 NTVQF occupation of the graduate RTO by gender and the year of certification
Table 4.5 reports that a substantial portion of male RTO graduate was certified in Welding (28.9%) which
is followed by construction related Electrical Installation and Maintenance (22.1%), and Fitting (7.8%). In
contrast a significant portion of female RTO graduate was certified in Sewing Machine Operation (62.6%).
This is followed by Baking (15.6%) and Food Processing and Quality Control (6.3%). For full details, see
Table 4.5.
Table 4.5: Distribution of graduate RTO by NTVQF occupation
Occupation Code Male (%) Female (%)
Welding 28.9% 1.0%
Fitting 7.8% 0.0%
Electrical Installation and Maintenance 5.9% 1.0%
Baking (Bread & Biscuit) 7.4% 15.6%
Food Processing and Quality Control 6.9% 6.3%
IT Support 3.9% 0.0%
Web Design 4.9% 0.0%
Machine Operation (Footwear) 4.9% 5.2%
Sewing Machine Operation 1.5% 62.6%
Electrical Installation and Maintenance (Construction) 22.1% 3.1%
Refrigeration and Air Conditioning 4.9% 2.1%
Cooking 0.9% 3.1%
Total 100.0% 100%
Moreover, Figure 4.3 shows the year wise distribution of the graduate RTO. It explore that the majority
of the NTVQF certification was happened in 2015 (72.6%) followed by 2014 (16.7%) and 2013 (8.7%).
Figure 4.3: Certification of graduate RTO by year
4.2.3 Employment status of the graduate RTO by gender
Employment scenario comprises three categories such as employed, self-employed and un-
employed. This is presented in Figure 4.4, which shows that 73% of the graduate RTO is
employed. This is followed by 11.7% and 15.3% for self-employed and unemployed respectively.
Occupations of
Figure 4.4: Graduate RTO by employment status
In addition, more males are employed than females. But self-employed women are higher than male though
unemployed women are much higher than their counterpart. Overall, male are more actively engaged in
productive activities compare to female (Table 4.6).
Table 4.6: Employment status of graduate RTO by gender

Category Employed Self-employed Un-employed Pearson Chi-Square (p)
Male 78.9% 17.0% 12.7%
0.003
Female 60.4% 18.8% 20.8%
Employment status of the graduate RTO is tested by descriptive statistics using Chi-square test. The
estimated Pearson Chi-Square value is 11.919 and p-value is 0.003, which means there is significant
difference in the employment status among the male and female Graduate RTO groups (Annexure-34).
Moreover, graduates RTO are employed in different categories [i.e., Full-time, Part-time and Seasonal (see
definition)]. It is 83.1%, 16.4% and 0.5% of employed graduate RTO are engaged in full-time, part-time
and seasonal employment respectively. In addition, more males are employed than females in full-time
work. Similar picture is found in case of seasonal employment. But part-time employed women are higher
compared to male. But contrasting finding is observed in case of unemployment. In general, males are
more actively engaged in productive activities compared to their counterpart, female (Table 4.7).
Table 4.7: Types of employment of graduate RTO by gender

Category Full-time Part-time Seasonal Pearson Chi-Square (p)
Male 85.7% 13.7% 0.6%
0.157
Female 75.9% 24.1% 0.0%
Whether types of employment vary across gender is explored through Pearson Chi-Square test. The
estimated value is 3.704 (p=0.157), which shows there is no significant difference among the groups.
Please see details in Annexure 35.
Graduates RTO are employed in four categories of organization (i.e., Public, Private, NGO and Multi
National Company (see definition). Figure 4.5 reports that graduates RTO are working mostly in private
organizations (81.7%). However, 2nd equal options (6.8%) are the public enterprises and MNCs while the
rest is employed in NGOs (4.7%). Moreover, there is no variation in such case if we disaggregate the data
by graduate RTO male and female groups. The estimated Chi-Square value is 1.767 (p=0.622). Therefore,
significant variation does not exist by gender in case of employment across organizational type (see details
in Annexure 36).
It is interesting that it is about 61% of employed graduate RTO got their first job within 06 months
after getting NTVQF certification followed by within 12 months (9.1%) and after 12 months (2.3%).
Surprisingly, it is observed that 23.7% of the graduates RTO got their job just before NTVQF certification
and a significant number of graduate RTO (4.1%) getting their first job during training. Please see full
details in Table 4.8.
Table 4.8: Time span of getting first employment of graduate RTO

Getting first employment Frequency Percent
Before NTVQF Certification 52 23.7
During Training 9 4.1
Within 6 months after getting NTVQF Certification 133 60.7
Within 7-12 months after getting NTVQF Certification 20 9.1
After 12 months of getting NTVQF Certification 5 2.3
Total 219 100
Pearson Chi-Square test has been used to explore whether significant variation in getting first employment
exists among male and female Graduate RTO groups. The estimated value is 10.919 (p=0.027) which
indicates the presence of significant difference among the groups in getting first employment after getting
NTVQF certification and training. Please see details in Annexure 37.
On the other side, about 12% graduates RTO are self-employed in agro-food, construction, informal,
information technology (IT), readymade garments (RMG), transport and newly found jewelry sector.
Figure 4.6 shows that majority of the self-employed graduates RTO are engaged with agro-food sector
(37.1%) followed by readymade garments (31.4%) and construction sector (14.3%).
Occupations of
Figure 4.6: Distribution of graduate RTO by sector of self-employment
However, opportunities for self employment in Sewing Machine Operation in RMG sector and Baking
occupation of Agro-food sector are found prominent followed by Electrical Installation & Maintenance in
construction sector. The significant variation by gender in the sector wise occupation in self-employment
groups is found as the estimated value of Pearson Chi-Square is 175.000 (p=0.00). Please see full details
in Annexure 38.
In addition, 18.8% of female graduate RTO are self employed whereas it is 17% for their counterpart.
But the data show that there is no female found among the self-employed graduate RTO in construction,
information technology, informal, transport and newly found jewelry sectors. Moreover, women are
contributing in RMG and Agro-food sectors more with their expertise in Sewing Machine Operation,
Baking and Food Processing & Quality Control occupations. It indicates that female is encouraged to be
self-entrepreneur in the clothing and food processing field. The significant variation by gender exists in the
sector wise occupation in self-employment group. The estimated value of Pearson Chi-Square is 22.066
(p=0.001). Please see details in Annexure 39.
In contrast to the employment and self-employment characteristics of graduate RTO, there is another
category, which is known as ‘Un-employed’. In this study, 12.7% male and 20.8% female among the
graduate RTO are found un-employed. Overall, 15.3% graduate RTO remains un-employed due to six
main reasons:
• dissatisfaction on payment,
• family constraint,
• higher education,
• job constraint as per competency,
• seeking suitable job and
• unpleasant behavior of supervisors & working environment.
Please see full details in Table 4.9.
Table 4.9: Distribution of graduate RTO by cause of unemployment
Number of unemployed
Cause of Unemployment (%)
graduate RTO
Dissatisfaction on payment 1 2.2
Family constraint 14 30.4
Higher education 10 21.7
Job constraint as per competency 4 8.7
Seeking suitable job 11 23.9
Under height 1 2.2
Under working age 4 8.7
Unpleasant behavior of supervisors & working environment 1 2.2
Total 46 (Out of 300) 100%
4.2.4 Role of NTVQF for graduate RTO
This section explores the role played by NTVQF for the graduate RTO. In this section, the role of
NTVQF certification is measured by some indicators like whether NTVQF certification has created more
opportunities in getting job, in getting increased earning, and in getting intention to achieve higher level
certification. Table 4.10 reports the summary findings on the key variables which are used to measure
the role played by NTVQF. About 76% of the graduate RTO mentions that NTVQF certification creates
more opportunity to get new job while 68% of them talks how the system creates opportunity in earning.
Though about 98% Graduate RTO has shown positive intention to achieve higher level certification.
Table 4.10: Distribution of graduate RTO by role of NTVQF

Variables Number of graduate RTO %
More opportunity in getting job 229 76.3
More opportunity in getting increased earnings 204 68.0
More opportunity in getting intention to achieve higher level
284 94.7
certification
Moreover, NTVQF’s role is also measured by two indicators like whether NTVQF helps to get promotion
as well as higher salaries. Table 4.11 summarizes that around 43% of the employed graduate RTO got
increment in salaries and it was 35% for the promotion. It should be mentioned here that there is no
provision for increasing salary and getting promotion in their respective organization’s rules. In addition,
lack of awareness of the employers, less educational qualification of the graduates and absence of higher
post in the organization are also liable for low performance of the NTVQF. Due to these reasons, about
45% of the graduate RTO shows intention to change occupation for getting decent job with higher salary
and having provision of promotion.
Table 4.11: Distribution of employed graduate RTO by role of NTVQF
Number of graduate
Variables %
RTO
Getting increment in their salaries after getting NTVQF certification 94 42.9
Getting promotion at work place after getting NTVQF certification 77 35.2
Occupations of
4.2.5 Status of total working hour per day of the graduate RTO
Figure 4.7 shows that more than 81% of the graduate RTO engaged in their workplace for six to ten hours
per day. A considerable number of graduate RTO (12.2%) are doing their job for 11-15 hours per day.
Please see Annexure 40 for details. In addition, there is a significant difference found on total working
hour in employed (8.8 hours/day) and self-employed (7.3 hours/day) groups. Independent sample t-test
shows that there is significant variation in the total working hours per day between the employed and self-
employed groups. Please see details in Annexure 41.
Figure 4.7: Distribution of graduate RTO by total working hour per day
Moreover, the significant variation of total working hour exists in the male and female employee groups of
graduate RTO (see details in Annexure 42). But the significant variation in the total working hour between
the male (7.5 hours/day) and female (7.1 hours/day) in self-employed groups does not exist (see details in
Annexure 43) as the estimated mean difference of the working hours is insignificant.
4.2.6 Earning status of the graduate RTO
Earning status of the graduate RTO has been measured using the descriptive statistics. Before getting
NTVQF certification, average earning of the graduate RTO was around BDT 6,644. The effectiveness
of training is reflected in their earnings as it has been increased to BDT 12,292 after receiving NTVQF
certification (see Annexure 44). This finding is true irrespective of the gender. However, there exists
insignificant variation in the gender earnings gap. It persists before and after receiving NTVQF certification
(see Annexure 45 and 46).
Total earning per month of the graduate RTO who are employed and self-employed is grouped into 6
different ranges (i.e., <1000/-, 1001-5000/-, 5001-10000/-, 10001-15000/-, 15001-20000/-, and >20000/-).
Earning status is analyzed in two different ways, such as earning before getting NTVQF certification and
earning after getting NTVQF certification. Table 4.12 expresses the total earning per month achieved by
the above-mentioned groups before and after getting NTVQF certification. From table 4.12 it is clear that
getting NTVQF certification moves them to the upper earning range (see Figure 4.8).
Table 4.12: Distribution of graduate RTO by total earning per month before & after NTVQF certification
Earning Range (BDT) Before After

<1000/- 40.6 0.0
1001-5000/- 18.9 16.2
5001-10000/- 30.7 55.9
10001-15000/- 3.5 13.0
15001-20000/- 2.4 3.9
>20000/- 3.9 11.0
Total 100.0 100.0
4.3 Satisfaction of the graduate RTO

Agree (2), Agree (3), Very Much Agree (4), and Strongly Agree (5) on satisfaction with present earning after
getting NTVQF certification, more satisfaction with present performance in workplace, more satisfaction
of employers on the performance of the graduate RTO at the workplace, more satisfaction with workplace
environment, feeling essential for the organization, want to change working organization, relevancy of
NTVQF certification with present occupation, Competency Based Training and Assessment (CBT&A)
system is more appropriate than traditional training system, Competency Standards are relevant with the
occupations of employment market demand, Competency Standards includes coordinated and required
Competencies (Knowledge, Skills, Attitudes), Training delivery in CBT&A system is more effective than
traditional training delivery system, and Assessment & Monitoring provision in CBT&A system is more
effective than traditional Assessment & Monitoring system. Table 4.13 illustrates that the mean value of
the factors of job satisfaction of the graduate RTO is 3.63, which implies that the graduate RTO shows
slightly more than the average satisfaction on NTVQF certification through CBT&A system.
Occupations of
Table 4.13: Job satisfaction of graduate RTO
Factors of Satisfaction Mean Std. Deviation

Satisfaction with Present Earning after getting NTVQF Certification 2.61 1.05
More Satisfaction with Present Performance in Workplace after getting
3.14 1.03
NTVQF Certification
More Satisfaction of your Employer on Performance in Workplace after
3.59 1.02
getting NTVQF Certification
More Satisfaction with Workplace Environment after getting NTVQF
3.15 1.04
Certification
You are essential for your organization 3.16 1.24
Want to change working organization after getting NTVQF Certification 3.38 1.37
Relevancy of NTVQF Certification with your present occupation 3.17 1.48
Training System in CBT&A is more appropriate in comparison with
4.44 0.70
traditional system
Competency Standards are relevant with the Occupations of Employment
3.95 0.93
Market
Competency Standards includes required Knowledge, Skills and Attitudes 4.15 0.79
Training Delivery in CBT&A is more effective in comparison with
4.39 0.76
traditional system
Monitoring and Assessment system in CBT&A is more effective in
4.41 0.75
Average 3.63 1.01
4.4 Issues and challenges faced by the graduate RTO

Graduate RTO are distributed by their job location. Table 4.14 explores the division wise distribution.
The majority of the graduate RTO are traced out in industrial belt of Dhaka, Chattogram, Rajshahi and
Rangpur.
Table 4.14: Distribution of graduate RTO by job location
Division Number of graduate RTO %

Barishal 9 3.0
Chattogram 111 37.0
Dhaka 151 50.3
Khulna 7 2.3
Rajshahi 11 3.7
Rangpur 6 2.0
Sylhet 5 1.7
Total 300 100%
Graduates RTO express their challenges faced in implementing NTVQF certification in their workplace in
system and its strengths & opportunities among the mass people.
The second issue to be addressed to formulating policies on giving priority to the NTVQF certified
graduates in recruitment, promotion and enhancing salary with proper working environment to ensure
decent job and increase social status.
The third issue is to make quick modification of Competency Standard, Assessment Tools and CBLMs
due to the changing pattern of technology rapidly. They also focus on the searching suitable job in local
and overseas employment market. They have also mentioned to ensure proper literacy and age in selecting
trainees before training. As most of them have low level of English literacy, they also suggest BTEB to
translate all CBLMs and Assessment tools into Bangla.
Increase number of certified teacher/trainer, industry assessor & RTO/Assessment center in rural area for
increasing opportunity in getting new and further level of certification have also been addresses.
Besides, the graduate RTO reports that they faced shortage of proper tools, equipment and raw materials
during training and assessment regarding this issue, they comment on enhancing capabilities of BTEB’s
monitoring system. They also mention to create opportunities for gender equity.
Occupations of
Chapter 5
Results and Discussions: Industry Assessor
Chapter 5: Results and Discussions: Industry Assessor
5.1 Socio-demographic characteristics of the industry assessor
5.1.1 Sex and age of the industry assessor
Socio-demographic characteristics of the industry assessor show that only 15.5% of the industry assessor
is women and the rest is male (Table 5.1). Table 5.2 shows the age group of the industry assessor. The
age of the majority of this group is found 18-39 years. Though there is a significant percent (9.7%) of the
industry assessor found with their age over 49 years.
Table 5.1: Distribution of industry assessor by gender

Category Number of Industry Assessor Percent
Male 87 84.5
Female 16 15.5
Total 103 100%
Table 5.2: Age differential of industry assessor

Age Group (Years) Number of Industry Assessor Percent
<18 0 0.0
18-29 41 39.8
30-39 39 37.9
40-49 13 12.6
>49 10 9.7
Total 103 100.0
Table 5.3 shows that the average age of the male industry assessor is 33.32 years whereas it is 33.69
years for the female industry assessor. The mean difference of the age among male and female groups of
industry assessor is 0.018, which is insignificant. The age range is higher for the male industry assessor
compare to their counterpart. The age ranges for male from 22 to 59 years whereas it ranges from 20 to 51
years for the female.
Table 5.3: Age differential of industry assessor by gender
Age (Years)
Minimum Maximum Mean
Male 22 59 33.32
0.018
Female 20 51 33.69
However, we explored whether there were any significant differences in the mean age of the male and
female industry assessor using the independent sample t-test. The estimated t value is 0.069 (p=0.945)
which means that there is insignificant difference in the mean age of the male and female industry assessor.
Please see full details in Annexure 47.
5.1.2 Educational status of the industry assessor
Now we focus on the highest level of education achieved by the industry assessor. Here we present
the findings by gender category (Figure-5.1). The percentage of SSC/Dakhil/Equivalent pass industry
assessor is found higher for female than the male. The same scenario is true for HSC/Alim/Equivalent.
Surprisingly, there is no female industry assessor found with having qualification of secondary/higher
Occupations of
secondary/equivalent vocational and Diploma-in Engineering education. In case of B. Sc. Engineering,
more male industry assessors are found. In case of BBA/BSS/BSc/BA/BCom and MBA/MSS/MSc/MCom
more female are found than that of male. General observation on the highest level education is that the
percentage of female with general education is comparatively higher than their counterpart. But the opposite
picture is true for male with background of vocational and engineering education.
Educational status of the industry assessor among the male and female group is tested by descriptive
statistics using Chi-square test. The estimated Pearson Chi-Square value is 23.971 and p-value is 0.001,
which means there is significant difference in the educational status among male with that of female group
(Annexure-48).
5.2 Economic characteristics of the industry assessor
5.2.1 NTVQF level of the industry assessor by gender
As per NTVQF level, Industry Assessor comprises four categories: Pre-vocational-2, NTVQF-1, NTVQF-2
and NTVQF-3. Findings show that it is about 77% of the industry assessor completed NTVQF-1. This is
followed by Pre-vocational-2 (14.6%), NTVQF-2 (7.8%) and NTVQF-3 (0.9%). This is shown in Figure
5.2.
Figure 5.2: Industry assessor by NTVQF level
Table 5.4 shows NTVQF level of the industry assessor by gender. It shows that 77% of the male industry
assessor completed NTVQF-1. This is followed by Pre-vocational-2 (13.8%), NTVQF-2 (8%) and
NTVQF-3 (1.2%). Almost similar finding are observed for female industry assessors. Therefore, no
significant difference is observed in the completed NTVQF level by gender. The Pearson Chi-square value
is 0.475 (p=0.924), which is insignificant (Annexure 49).
Table 5.4: NTVQF level of industry assessor by gender
Category Pre-vocational-2 NTVQF-1 NTVQF-2 NTVQF-3 Pearson Chi-Square (p)

Male 13.8% 77.0% 8.0% 1.2% 0.475
Female 18.7% 75.0% 6.3% 0.0% (p=0.924)
5.2.2 NTVQF occupation of the industry assessor by gender and the year of certification
Table 5.5 reports that a substantial portion of male industry assessor was certified in construction related
Electrical Installation and Maintenance (27.6%) which is followed by Plumbing (12.6%) and Sewing
Machine Operation (11.5%). In contrast a significant portion of female industry assessor was certified in
Sewing Machine Operation (43.8%). This is followed by Tailoring and Dress Making (31.3%) and Block
Batik & Screen Printing (12.5%). For full details, see Table 5.5.
Table 5.5: Distribution of industry assessor by NTVQF occupation
Occupation Male (%) Female (%)

Welding 8.1% 0.0%
Fitting 1.2% 0.0%
Web Design 1.1% 0.0%
Occupations of
Motor Cycle Servicing 9.2% 0.0%
Block Batik & Screen Printing 1.1% 12.5%
Plumbing 12.6% 0.0%
Solar Electrical System 3.5% 0.0%
Tailoring and Dress Making 1.1% 31.3%
Cooking 1.1% 0.0%
House Keeping 1.1% 0.0%
Food and Beverage Servicing 1.1% 0.0%
Tour Guiding 1.1% 0.0%
Total 100% 100%
Moreover, Figure 5.3 shows the year wise distribution of the industry assessor. It explores that the majority
of the NTVQF certification was done in 2015 (51.5%) followed by 2014 (29.1%) and 2013 (10.7%).
Figure 5.3: Certification of industry assessor by year
5.2.3 Employment status of the industry assessor by gender
Employment scenario comprises three categories: employed, self-employed and un-employed. This is
reported in Figure 5.4, which shows that about 81% of the industry assessor is employed. This is followed
by self-employed (17.5%) un-employed (1.9).
Figure 5.4: Industry assessor by employment status
In addition, more males are employed than females. But self-employed women are much higher than male
though unemployed women are higher than their counterpart. Overall, male are more actively engaged in
productive activities compare to female (Table 5.6).
Table 5.6: Employment status of industry assessor by gender
Category Employed Self-employed Un-employed Pearson Chi-Square (p)

Male 89.7% 10.3% 0.0% 32.892
Female 31.3% 56.2% 12.5% (p = 0.000)
Employment status of the Industry Assessor is tested by descriptive statistics using Chi-square test. The
estimated Pearson Chi-Square value is 32.892 and p-value is 0.000, which means there is significant
difference in the employment status among male with that of female group of industry assessor
(Annexure-50).
Moreover, industry assessors are employed in different categories i.e. Full-time and Part-time (see
definition). It is 81.9% and 18.1% of employed industry assessors are engaged in full-time and part-time
employment respectively. In addition, more males are employed than females in full-time work. But part-
time employed women are higher than that of male (Table 5.7).
Table 5.7: Types of employment of industry assessor by gender
Category Full-time Part-time Pearson Chi-Square (p)

Male 82.1% 17.9% 0.013
Female 80.0% 20.0% (p = 0.908)
There is no variation in the types of employment by gender as Pearson Chi-Square value is 0.013 (p=0.908),
which is insignificant. See details in Annexure 51.
Industry assessors are employed in three categories of organization (i.e., Public, Private, and NGO (see
definition). Figure 5.5 reports that industry assessor are working mostly in private organizations (83.1%).
However, 2nd option (13.3%) is the public enterprise while the rest is employed in NGOs. Moreover, there
is no variation in the types of organization by gender of the industry assessor. The estimated Chi-Square
value is 0.381 (p=0.826) resulting insignificant variation in the organization types by gender (see details
in Annexure 52).
Occupations of
Figure 5.5: Distribution of industry assessor by types of employed organization
On the other side, about 17% industry assessors are self-employed in Agro-Food, Construction, Informal,
Readymade Garments (RMG), Transport and Tourism & Hospitality sectors. Figure 5.6 shows that 50%
of the self-employed industry assessors are engaged with informal sector followed by construction sector
(16.6%), readymade garments (11.1%) and transport (11.1%) sector.
However, opportunities for self employment in Tailoring & Dress Making, Block Batik & Screen Printing
of informal sector and Electrical Installation & Maintenance occupation of construction sector are found
prominent followed by Sewing Machine Operation in RMG sector. The significant variation exists in
occupation of self-employment group by gender as the estimated value of Pearson Chi-Square is 90.000
(p=0.00). Please see full details in Annexure 53.
In addition, 56.2% of female industry assessors are self employed whereas it is only 10.3% for their
counterpart. But the data show that there is no female found among the self-employed industry assessor in
Construction, Transport and Tourism & Hospitality sectors. Therefore the significant variation by gender
exists in the sector wise self-employment group. The estimated value of Pearson Chi-Square is 10.000
(p=0.075). Please see details in Annexure 54.
Moreover, women are contributing in Informal, RMG and Agro-food sectors more with their expertise
in Tailoring & Dress Making, Block Batik & Screen Printing, Sewing Machine Operation and Baking
occupations. It indicates that female is encouraged to be self-entrepreneur in the clothing and food processing
field. The significant variation by gender exists in the sector wise occupation in self-employment group.
The estimated value of Pearson Chi-Square is 15.333 (p=0.0053). Please see details in Annexure 55.
In contrast to the employment and self-employment characteristics of industry assessor, there is another
category, which is known as ‘Un-employed’. In this study, 12.5% female among the industry assessor is
found un-employed whereas it is 0% for male group. In general, a sum total of 1.9% industry assessor
remains un-employed. The root cause of un-employment of industry assessor was observed by case and
it is found that only two female remain un-employed due to Family constraint and Higher education
respectively.
5.2.4 Role of NTVQF for industry assessor
This section explores the role played by NTVQF for the industry assessor. In this section, the role of
opportunities in job, in getting increased earning, in getting increased skills and in getting intention to
achieve higher level certification. Table 5.8 reports the summary findings on the key variables which are
used to measure the role played by NTVQF. All industry assessors mention that NTVQF certification
creates more opportunity in job, getting increased skills while 97% of them talks about the system creating
opportunity in earning enhancement. All of them are motivated to go for higher level NTVQF certification.
Table 5.8: Distribution of industry assessor by role of NTVQF
Variables Number of Industry Asses- %

sor
More opportunity in job 103 100.0
More opportunity in getting increased skills 103 100.0
More opportunity in getting intention to achieve
103 100.0
higher level certification
5.2.5 Views of the industry assessor on relevancy of NTVQF certification
Industry assessors shared their views on relevancy of NTVQF certification. Figure 5.7 shows that about
36% of the industry assessors think the implemented NTVQF certification system is mostly relevant to the
employment market demand followed by very much relevant (33%) and relevant (29.1). However, only
2% of the group asserts that the CBT&A system is moderately relevant.
Occupations of
In addition, about 44% of the industry assessor wants to make change in competency arrangement due
to four main reasons. 88.9% among them focuses on ensuring training needs analysis (TNAs) before
formulating competencies while 6.7% highlights on getting international recognition as well as 2.2%
equally emphasizes on developing process based competency standard and develop all documents in both
Bangla and English. Please see Annexure 56.
Figure 5.8 shows the forward-thinking of industry assessors who wants to make change in competency
arrangement on re-arrangement of the competencies in NTVQF levels (57.8%), add new competencies
(40%) and remove competencies (2.2%). More than 31% of this group select construction related Electrical
Installation & Maintenance occupation for re-arrangement of its competencies into different NTVQF
levels; addition of new competencies and removal of competencies from existing competency standard.
Figure 5.8: Distribution of industry assessor by competency arrangement
About 13% spotlights on Plumbing occupation for re-arrangement of its competencies into different
NTVQF levels and addition of new competencies. The estimated value of Pearson Chi-Square is 18.379
(p=0.862). Therefore, insignificant variation exists. Please see details in Annexure 57.
5.3 Satisfaction of the industry assessor
The level of satisfaction has been measured using the Likert scale ranging from 1 to 5: Not Agree (1),
Moderately Agree (2), Agree (3), Very Much Agree (4), and Strongly Agree (5). Queries were in regard
to whether CBT&A system is more appropriate than traditional assessment system, assessment tools in
CBT&A is more appropriate than traditional system, assessment tool is relevant to competency standard,
allocated duration of assessment is adequate, getting support from their employed organization to conduct
assessment, getting support from RTO/RPL assessment centers, getting notice from BTEB in time, getting
support from BTEB representative, and getting machine, tools, equipment & other facilities in assessment
center is in good condition. Table 5.9 illustrates that the mean values of the associated factors. The overall
mean value is 4.32. Industry assessor shows high level satisfaction on NTVQF certification through
CBT&A system.
Table 5.9: Distribution of industry assessor by satisfaction
Std.
Factors of Satisfaction N Minimum Maximum Mean
Deviation
Assessment system in CBT&A is more appropriate in
103 3 5 4.46 0.697
comparison with traditional system
Assessment tools in CBT&A is more appropriate in
103 2 5 4.46 0.725
Assessment tools is relevant to competency standard 103 1 5 4.03 0.934
Time of Assessment is OK 103 1 5 4.05 1.042
Getting support from their employed organization 103 2 5 4.42 0.761
Getting support from assessment center 103 2 5 4.44 0.723
Getting notice from BTEB as assessor in time 103 2 5 4.49 0.670
Getting support from BTEB representative 103 1 5 4.46 0.802
Getting machine, tools, equipment and other facilities in
103 1 5 4.05 0.974
assessment center in good condition
Average 4.32 0.814
5.4 Issues and challenges faced by the industry assessor
Industry assessors are distributed by their job location. Table 5.10 explores the division wise distribution.
The majority of the industry assessors were traced out in industrial belt of Dhaka, Chattogram, Barishal,
Rangpur and Khulna respectively.
Table 5.10: Distribution of industry assessor by job location
Division Number of Industry Assessor %

Barishal 4 3.9
Chattogram 41 39.8
Dhaka 48 46.6
Khulna 3 2.9
Rajshahi 2 1.9
Rangpur 4 3.9
Sylhet 1 1.0
Total 103 100%
Occupations of
Industry assessors express their challenges faced in implementing NTVQF certification in their workplace in
system and its strengths & opportunities among the mass people.
The second issue is to make quick modification of Competency Standard, Assessment Tools and CBLMs
due to the changing pattern of technology so that they could be aligned with market-driven skills and
getting international recognition. As they have low level of English literacy, they have suggested BTEB to
translate all CBLMs and Assessment tools into Bangla.
The issues need to be addressed for formulating policies: giving priority to the NTVQF certified graduates
in recruitment, getting their promotion and enhancing their salary. They also emphasized to increase the
number of certified teacher/trainer, industry assessor & RTO/Assessment center in rural area. This will help
them expand the opportunity in getting new and further level of certification for the disadvantaged area.
Besides, the industry assessor reports that they faced shortage of proper tools, equipment and raw materials
during training and assessment while training. Regarding this issue, they have opined to increase the
capabilities of BTEB’s monitoring. They have also addressed the cost of training and assessment to be
reviewed by the authority. Finally, they suggest on arranging refresher’s training on assessment for industry
assessor and teacher/trainers.
Chapter 6
Results and Discussions: Teacher/Trainer
Occupations of
Chapter 6: Results and Discussions: Teacher/Trainer
6.1 Socio-demographic characteristics of the teacher/trainer
6.1.1 Sex and age of the teacher/trainer
Socio-demographic characteristics of the teacher/trainer show that only 16.9% of the teacher/trainer is
women (Table 6.1). Table 6.2 shows the age group of the teacher/trainer. The age of the majority of this
group is found 18-49 years which stands in the working aged band. However, 16.9% of the teacher/trainer
found with their age over 49 years.
Table 6.1: Distribution of teacher/trainer by gender

Category Number of Teacher/Trainer Percent
Male 49 83.1
Female 10 16.9
Total 59 100%
Table 6.2: Age differential of teacher/trainer

Age Group (Years) Number of Teacher/Trainer Percent
<18 0 0.0
18-29 9 15.3
30-39 25 42.4
40-49 15 25.4
>49 10 16.9
Total 59 100.0
Table 6.3 shows that the average age of the male teacher/trainer is 40 years whereas it is 35.5 years for the
female teacher/trainer. The mean difference of the age between male and female groups of teacher/trainer
is 4.5. The minimum age is higher for the female teacher/trainer compare to their counterpart. The age
ranges for male from 21 to 59 years whereas it ranges from 25 to 46 years for the female.
Table 6.3: Age differential of teacher/trainer by gender

Age (Years)
Male 21 59 40.0
4.5
Female 25 46 35.5
female teacher/trainer using independent sample t-test. The estimated t value is 1.28 (p=0.206) which
means that there is insignificant difference in the mean age of the male and female teacher/trainer. Please
see full details in Annexure 58. Moreover, age-group differential of the teacher/trainer among the male
and female group is also tested by descriptive statistics using Chi-square test. The estimated Pearson Chi-
Square value is 4.567 and p-value is 0.206, which means there is no significant difference in the age group
status among male with that of female group (Annexure-59).
6.1.2 Educational status of the teacher/trainer
Now we focus on the highest level of education achieved by the teacher/trainer. It is observed that 37.3%
of the teacher/trainer having BSc. Engineering degree followed by Diploma in Engineering (30.5%) and
MBA/MSS/MSc/MCom (15.2%). Please see details in Annexure 60. Here we also present the findings
by gender category (Figure 6.1). Surprisingly, there is no female teacher/trainer found with having
qualification of SSC/Dakhil/Equivalent, SSC/Dakhil (Vocational) and HSC/Alim/Equivalent education.
The percentage of SSC/Dakhil/Equivalent pass male teacher/trainer is 4.1% followed by SSC/Dakhil
(Vocational) is 2% and HSC/Alim/Equivalent is 6.1%. In case of Diploma in Engineering, the male
(30.6%) female (30%) ratio in teacher/trainer group is almost equal. But in case of B.Sc. Engineering,
more male teacher/trainers are found. In case of BBA/BSS/BSc/BA/BCom and MBA/MSS/MSc/MCom,
the opposite picture is found. General observation on the highest level education is that the percentage of
female with general education is comparatively higher than their counterpart. But the opposite picture is
true for male with background of vocational and engineering education.
Educational status of the teacher/trainer among the male and female group is tested by descriptive statistics
using Chi-square test. The estimated Pearson Chi-Square value is 11.568 and p-value is 0.072, which
means there is significant difference in the educational status among male with that of female group
(Annexure-61).
6.2 Economic characteristics of the teacher/trainer
6.2.1 NTVQF level of the teacher/trainer by gender
As per NTVQF level, Teacher/Trainer comprises four categories: Pre-vocational-2, NTVQF-1, NTVQF-2
and NTVQF-3. Findings show that it is 86.4% of the teacher/trainer is from NTVQF-1. This is followed
by Pre-vocational-2 (6.8%), NTVQF-2 (5.1%). The rest is from NTVQF-3. This is shown in Figure 6.2.
Occupations of
Figure 6.2: Teacher/trainer by NTVQF level
Table 6.4 shows NTVQF level of the teacher/trainer by gender. It shows that 85.7% of the male teacher/
trainer completed NTVQF Level-1 followed by equal Pre-vocational-2 (6.1%) and NTVQF-2 (6.1%). The
rest completed Level-3 of NTVQF. Almost similar finding are observed for female teacher/trainers in case
of Pre-vocational-2 and NTVQF-1 though there is no female teacher/trainer found with qualification of
level 2 & 3 of NTVQF. The variation in gender is tested by usual test and the estimated Pearson Chi-square
value is 1.018 (p=0.797), which is insignificant (Annexure 62).
Table 6.4: NTVQF level of teacher/trainer by gender
Category Pre-vocational-2 NTVQF-1 NTVQF-2 NTVQF-3 Pearson Chi-Square (p)

Male 6.1% 85.7% 6.1% 2.1% 1.018
Female 10.0% 90.0% - - (p=0.797)
6.2.2 NTVQF occupation of the teacher/trainer by gender and the year of certification
Table 6.5 reports that a substantial portion of male teacher/trainer was certified in construction related
Electrical Installation and Maintenance (30.6%), which is followed by Welding (14.3%) and IT Support
(10.2%). In contrast a significant portion of female teacher/trainer was certified in Sewing Machine
Operation (60%). Equal importance is found in cases of Tailoring and Dress Making, Welding, Motor Cycle
Servicing, and construction related Electrical Installation and Maintenance. For full details, see Table 6.5.
Existence of variation in occupations by gender of the teacher/trainer is tested and the estimated Pearson
Chi-square is found 25.522 with a p-value of 0.013. Therefore, significant variation exists (Annexure 63).
Table 6.5: Distribution of teacher/trainer by NTVQF occupation

Welding 14.3% 10.0%
Fitting 2.0% 0.0%
Motor Cycle Servicing 2.0% 10.0%
Plumbing 8.2% 0.0%
Tailoring and Dress Making 0.0% 10.0%
Total 100.0% 100.0%
Moreover, Figure 6.3 shows the year wise distribution of the teacher/trainer. It explores that the majority
of the NTVQF certification was awarded in 2015 (33.9%). This is followed by 2014 (23.7%) and 2013
(22%) respectively.
6.2.3 Employment status of the teacher/trainer by gender
Employment scenario comprises three categories: employed, self-employed and un-employed. It is

statistically reported that the employment status of NTVQF certified teacher/trainer remain constant which
means that all of the teacher/trainer among male and female group and age group is found employed.
Overall, male and female teacher/trainers are actively engaged in productive activities.
Moreover, teacher/trainers are employed in different categories i.e. Full-time and Part-time (see definition).
98.3% of the teacher/trainers are engaged in full-time employment whereas it is 1.7% in part-time
employment. It is reported in the Table 6.6, which shows that 98% male and 100% female teacher/trainers
are engaged in full-time work. Only 2% male teacher/trainer is engaged in part-time employment.
Occupations of
Table 6.6: Types of employment of teacher/trainer by gender
Category Full-time Part-time Pearson Chi-Square (p)

Male 98.0% 2.0% 0.208
Female 100.0% 0.0% (p=0.649)
The variation in the types of employment between the male and female groups is analyzed using the
Pearson Chi-Square test. The estimated value is 0.208 (p=0.649) which shows insignificant difference
among the groups. Please see details in Annexure 64.
Teacher/Trainers are employed in three categories of organization (i.e., Public, Private, and NGO (see
definition). Figure 6.4 reports that teacher/trainer is working mostly in public organizations (45.8%). This
is followed by NGOs (39%) while the rest is employed in private enterprises (15.2%). Moreover, there is
significant variation in the types of organization among the male and female teacher groups. The estimated
Chi-Square value is 8.780 with a p=0.012 (see Annexure 65).
Figure 6.4: Distribution of teacher/trainer by types of employed organization
6.2.4 Role of NTVQF for teacher/trainer
This section explores whether NTVQF plays any role for the teacher/trainer. In this section, the role of
opportunities in job, in getting increased earning, in getting increased skills, in getting promotion and in
getting intention to achieve higher level certification. Table 6.7 reports the summary findings on the key
variables which are used to measure the role played by NTVQF. All teacher/trainers assert that NTVQF
certification creates more opportunity to increase skills. About 97% of them say that the system has created
opportunity for getting job. It is 86.4% supports that NTVQF certification creates more opportunity for
earning enhancement. However, 79.7% of them show positive intention in getting promotion though all of
them want to achieve higher level certification.
Table 6.7: Distribution of teacher/trainer by role of NTVQF
Number of Teacher/
Variables %
Trainer
More opportunity in job 57 96.6
More opportunity in getting increased skills 59 100.0
More opportunity in getting promotion 47 79.7
More opportunity in getting intention to achieve higher level
59 100.0
certification
6.2.5 Status of total working hour per day of the teacher/trainer
Figure 6.5 shows that about 90% of the NTVQF certified teacher/trainer engaged in their workplace for six
to ten hours per day. A considerable number of teacher/trainers (8.5%) are doing their job for 11-15 hours
per day followed 1.7% of them is doing their job for more than 15 hours per day. Please see Annexure
66 for details. In addition, the insignificant variation of total working hour exists in the male and female
groups. The estimated value of Pearson Chi-Square is 1.363 (p=0.506). Please see details in Annexure 67.
6.2.6 Earning status of the teacher/trainer
Total earning per month of the teacher/trainers is grouped into 6 different ranges (i.e., <1000/-, 1001-5000/-,
5001-10000/-, 10001-15000/-, 15001-20000/- and >20000/-). Table 6.8 expresses the total earning per
month achieved by the mentioned groups after getting NTVQF certification. It shows that 81.3% teacher/
trainer has earning more than BDT 20,000/- per month followed by 10.2% for BDT 15,001-20,000/- and
6.8% for BDT 10,001-15,000/-.
Occupations of
Table 6.8: Distribution of teacher/trainer by total earning per month
Earning Range (BDT) Number of teacher/trainer %

5001-10000/- 1 1.7
10001-15000/- 4 6.8
15001-20000/- 6 10.2
>20000/- 48 81.3
Total 59 100.0
Moreover, the significant variation of total earning exists in the male and female groups. The estimated
value of Pearson Chi-Square is 12.231 (p=0.007). Please see details in Annexure 68.
Table 6.9 shows that the average earning per month of the male teacher/trainer is BDT 33,818.84 whereas
it is BDT 30,425.10 for the female teacher/trainer. The mean difference of the earning per month among
male and female groups of teacher/trainer is 3,393.74. The earning ranges for male from BDT 7,500.00 to
62,666.00 whereas it ranges from BDT 16,700.00 to 51,729.00 for the female.
Table 6.9: Monthly earning differential by gender
Total Earning per Month (BDT)

Male 7,500.00 62,666.00 33,818.84
3,393.74
Female 16,700.00 51,729.00 30,425.10
However, we explored whether there were any significant differences in the mean earning of the male
and female teacher/trainer using independent sample t-test. The estimated t value is 0.831 (p=0.41) which
means that there is insignificant difference in the mean earning per month of the male and female teacher/
trainer. Please see full details in Annexure 69.
On the other hand, the relationship between total earning per month with total working hour per day of the
teacher/trainers is demonstrated and the estimated value of Pearson Chi-Square is found 15.075 (p=0.02)
resulting that there is significant differences found in the total earning with total working hours. Please
see details in Annexure 70. In addition, the significant variation of total earning exists in the different age
groups among the teacher/trainers. The estimated value of Pearson Chi-Square is 36.329 (p=0.00). Please
see details in Annexure 71.
The significant variation of total earning exists in the different types of employment (i.e. full-time, part-
time) groups among the teacher/trainers. The estimated value of Pearson Chi-Square is 13.987 (p=0.003).
Please see details in Annexure 72. In addition, it is observed that the significant variation of total earning
exists in the different types of organization (i.e. public, private, NGOs) groups among the teacher/trainers.
The estimated value of Pearson Chi-Square is 14.144 (p=0.028). Please see details in Annexure 73.
6.2.7 Views of the teacher/trainer on relevancy of NTVQF certification
Teacher/Trainers shared their views on relevancy of NTVQF certification. Figure 6.6 shows that
47.5% of the teacher/trainers think the implemented NTVQF certification system is mostly relevant to
the employment market demand. This is followed by very much relevant (33.9%) and relevant (13.5)
respectively. However, only 5.1% reports that the CBT&A system is moderately relevant.
Figure 6.6: Distribution of teacher/trainer by relevancy of NTVQF certification
In addition, about 52.5% of the teacher/trainer wants to make change in competency arrangement due
to five main reasons. 45.2% among them focuses on ensuring training needs analysis (TNAs) before
formulating competencies while 6.5% highlights on getting international recognition as well as 19.3%
emphasizes on developing process based competency standard with re-organizing nominal hours (3.2%)
and 25.8% suggests to develop all documents in both Bangla and English. Please see Annexure 74.
Figure 6.7 shows their needs in regard to the existing competencies. Re-arrangement of the competencies
in NTVQF levels is demanded by 67.7% teacher/trainer. About 22% demands adding new competencies
and removing competencies by 9.7%. More than 22% and 19% of this group demands re-arrangement of
Welding and construction related Electrical Installation & Maintenance occupations.
Figure 6.7: Distribution of teacher/trainer by competency arrangement
About 13% and 6.4% of them spotlight on transport related Electrical Installation & Maintenance and
Motorcycle Servicing occupation respectively for re-arrangement of its competencies into different
NTVQF levels and addition of new competencies. The occupation wise competency distribution is tested
and found insignificant difference. The estimated value of Pearson Chi-Square is 16.308 (p=0.697). Please
Occupations of
6.3 Satisfaction of the teacher/trainer
The satisfaction on Competency Based Training and Assessment (CBT&A) system was measured with
the five point Likert scale as Not Agree (1), Moderately Agree (2), Agree (3), Very Much Agree (4),
and Strongly Agree (5). The questions were asked regarding whether CBT&A is more appropriate than
traditional training system, Competency Standards are relevant with the occupations of employment market
demand, Competency Standards include coordinated and required Competencies (Knowledge, Skills,
Attitudes), Training delivery in CBT&A system is more effective than traditional training delivery system,
Assessment & Monitoring provision in CBT&A system is more effective than traditional Assessment &
Monitoring system, training is provided as per competency standard, getting support from the authority
for implementing CBT&A and nominal hour is appropriate for training delivery.
Table 6.10 illustrates that the mean value of the factors of satisfaction of the teacher/trainers is 4.39 results
that the teacher/trainers show high satisfaction on NTVQF certification through CBT&A system.
Table 6.10: Distribution of teacher/trainer by satisfaction
Std.
Factors of Satisfaction N Minimum Maximum Mean
Deviation
Training System in CBT&A is more appropriate in
59 4 5 4.76 0.43
Competency Standards are relevant with the
59 2 5 4.00 0.72
Occupations of Employment Market
Competency Standards includes required
59 3 5 4.19 0.66
Knowledge, Skills and Attitudes
Training delivery in CBT&A system is more
59 4 5 4.71 0.46
effective in comparison with traditional system
Monitoring and Formative Assessment system
in CBT&A is more effective in comparison to 59 3 5 4.58 0.56
traditional system
Training was provided as per Competency
59 3 5 4.44 0.68
Standard
Getting support from your Authority to
59 2 5 4.41 0.67
implementing CBT&A
Nominal hour to deliver training was appropriate 59 1 5 4.05 0.99
Average 4.39 0.65
6.4 Issues and challenges faced by the teacher/trainer
Teacher/Trainers are distributed by their job location. Table 6.11 explores the division wise distribution.
The majority of the teacher/trainers are traced out in industrial belt of Dhaka, Chattogram, Barishal,
Rangpur, Rajshahi and Khulna respectively.
Table 6.11: Distribution of teacher/trainer by job location
Division Number of Teacher/Trainer %

Barishal 4 6.8
Chattogram 23 39.0
Dhaka 23 39.0
Khulna 2 3.4
Rajshahi 2 3.4
Rangpur 4 6.8
Sylhet 1 1.7
Total 59 100%
their training and certification inclined with NTVQF. In addition, they have long experience on delivering
training and assessment by traditional system. Therefore, they face initial challenges on shifting such kind
of traditional system to newly formed CBT&A system.
Teacher/Trainers express their challenges faced in implementing NTVQF certification in their workplace
in Bangladesh context. They emphasize on increasing awareness of industry people, worker & general
people on NTVQF (50.8%). They propose vigorous campaign for disseminating information about
NTVQF certification system and its strengths & opportunities among the mass people.
The second issue is to make quick modification of Competency Standard, Assessment Tools and CBLMs
due to the changing pattern of technology rapidly resulting they could be aligned with market driven skills
and getting international recognition. As they are poor in English, they demand BTEB should translate all
Competency Standards, CBLMs and Assessment tools into Bangla.
They also addressed formulating policies on giving priority to the NTVQF certified graduates in recruitment,
promotion and enhancing salary with proper working environment to ensure decent job and increase social
status.
Increase number of certified teacher/trainer, industry assessor & RTO/Assessment center in rural area for
increasing opportunity in getting new and further level of certification is the another issue to be addressed.
Besides, the teacher/trainer reports that they faced shortage of proper tools, equipment and raw materials
during training and assessment. Regarding this issue, they comment on enhancing capabilities of BTEB
during monitoring. They also mention about the provision of getting financial support to the institute for
reducing the cost of training and assessment. Finally, they suggest on arranging refresher’s training on
CBT&A for teacher/trainer.
Occupations of
Chapter 7
Results and Discussions: Employer
Chapter 7: Results and Discussions: Employer
7.1 Socio-demographic characteristics of the employer
7.1.1 Sex and age of the employer
Socio-demographic characteristics of the employer show that only 2% of the employer is women (Table
7.1). Table 7.2 shows the age group of the employer. The age of the employer lies above 18 years. However,
15.3% of the employer is found with age over 49 years.
Table 7.1: Distribution of employer by gender

Category Number of Employer Percent (%)
Male 96 98.0
Female 2 2.0
Total 98 100
Table 7.2: Age differential of employer

Age Group (Years) Number of Employer Percent
18-29 12 12.2
30-39 34 34.7
40-49 37 37.8
>49 15 15.3
Total 98 100.0
Table 7.3 shows that average age of the male employer is around 40 years whereas it is 22 years for the
female employer. The mean difference of the age between male and female groups of employer is 18.49
years. The minimum age is higher for the male employer compared to their counterpart. The age ranges
for male from 23 to 62 years whereas it ranges from 20 to 24 years for the female. It implies that young
women are entering as an entrepreneur in the employment market.
Table 7.3: Age differential of employer by gender

Age (Years)
Male 23 62 40.49
18.49
Female 20 24 22
female employer using the independent sample t-test. The estimated t value is 2.866 (p=0.005), which
means that there is significant difference exists in the mean age of the male and female employer. Please
see full details in Annexure 76. Moreover, age-group differential of the employer among the male and
female group is also tested by descriptive statistics by using Chi-square test. The estimated Pearson Chi-
Square value is 14.632 and p-value is 0.002, which means there is also significant difference in the age
group status among male with that of female group (Annexure 77).
7.1.2 Organizational status of the employer
Organizational status of the employers is measured with the industry size on the basis of the employability
in the organization. In addition, the nature of the industry is clarified as private and public organization (see definition).
Occupations of
Now we focus on the different sizes of the industry. It is observed that 44.9% of the employers reports that
they belong to medium industry. This is followed by large (30.6%) and small industry (24.5%) respectively
(See Table 7.4).
Table 7.4: Employer’s view on size of the industry
Size of Industry Number of Employer Percent
Large 30 30.6
Medium 44 44.9
Small 24 24.5
Total 98 100.0
In addition, 35.7% of the employers report that they have created more than 300 posts (Large) to run their
industry whereas they have created the posts for the medium industry (16.3%) and the small industry
(16.3%). Please see details in Table 7.5.
Table 7.5: Size of the industry on the basis of availability of created posts
Size of Industry Number of Posts Available Number of Industry Percent (%)
Large >300 35 35.7
Medium 121-300 16 16.3
Small 31-120 16 16.3
Micro 16-30 14 14.3
Cottage <15 17 17.3
Total 98 100
Moreover, Table 7.6 shows about the number of employees recruited in the industry. 35.7% of the
employers report that they have recruited more than 300 employees (Large) against their created posts to
run their industry whereas 13.2% employers have recruited employees in the range of 121-300 (Medium),
14.3% have recruited employees ranged from 16-30 (Micro) as well as 18.4% have recruited in the range
of 31-120 (Small) and <15 (Cottage) respectively.
Table 7.6: Size of the industry on the basis of recruited employees

Size of Industry Number of Recruited Employees Number of Industry Percent
Large >300 35 35.7
Medium 121-300 13 13.2
Small 31-120 18 18.4
Micro 16-30 14 14.3
Cottage <15 18 18.4
Total 98 100.0
The differential in the post availability and employee recruitment data is tested and the estimated Pearson
Chi-square value is 337.132 and p-value is 0.000 which means significant difference exists (Annexure 78).
Table 7.7 reports on the employers who did not recruit either male or female employees. It shows that only
one cottage industry ‘Ma Ladies Tailors’ did not recruit any male employees due to its nature of job. For
the same reason, there are 32 employers (Large-4, Medium-2, Small-6, Micro-7 and Cottage-13) who did
not recruit any female employees on other side.
Table 7.7: Size of the industry on the basis of not recruited employees by gender
Number of Industry
Size of Industry Number of Recruited Employees
No Male Employees No Female Employees
Large >300 - 4
Medium 121-300 - 2
Small 31-120 - 6
Micro 16-30 - 7
Cottage <15 1 13
Total 01 32
Figure 7.1 shows the nature of the industry. It is observed that about 97% industry is private while rest is
public enterprises.
Figure 7.1: Nature of the industry
It is also observed that more than 69% of the employer using e-mail for correspondence while 57.1%
having their own websites.
7.1.3 Recruit NTVQF certified employees
A total of 56.1% employers recruited NTVQF certified employees. The data show that only one female
employer recruits NTVQF certified employees in Tailoring & Dress Making occupation. But the male
employers recruit NTVQF certified employees in Welding, Plumbing, Fitting, transport related Electrical
Installation & Maintenance, construction related Electrical Installation & Maintenance, Baking (Bread
& Biscuit), Food Processing & Quality Control, Food & Beverage Servicing, Web Design, Machine
Operation (Footwear), Motor Cycle Servicing, Sewing Machine Operation, Block Batik & Screen Printing,
and Machine Shop Practice occupations. The differential estimate is tested and the estimated Pearson Chi-
square value is 55.0 and p-value is 0.000 which is significant (Annexure 79).
In addition, 34.5% of the employers whose age range from 30-39 years recruited more NTVQF certified
employees in the above mentioned occupations. The significant differential exists among the different age
group of employers with their recruitment of NTVQF certified graduates. The estimated Pearson Chi-
square value is 70.74 and p-value is 0.004 (Annexure 80).
Occupations of
Moreover, 40% large industries recruit NTVQF certified graduates in Welding, Fitting, transport related
Electrical Installation & Maintenance, construction related Electrical Installation & Maintenance, Baking
(Bread & Biscuit), Machine Operation (Footwear), and Sewing Machine Operation occupations. In case
of medium industries, 11% of them recruit NTVQF certified graduates in Welding, Plumbing transport
related Electrical Installation & Maintenance, construction related Electrical Installation & Maintenance,
and Baking (Bread & Biscuit) occupations. On the other hand, 12.7% employers equally recruit NTVQF
certified graduates in Welding, Plumbing, construction related Electrical Installation & Maintenance,
Baking (Bread & Biscuit), Machine Operation (Footwear), Motorcycle Servicing, Machine Shop Practice,
Food & Beverage Servicing, and Food Processing &Quality Control occupations. Though, there is a
significant portion of employers (23.6%) who recruit NTVQF certified graduates in Welding, transport
related Electrical Installation & Maintenance, Web Design, Motor Cycle Servicing, Block Batik & Screen
Printing, Plumbing, and Tailoring & Dress Making occupations. Furthermore, there is significant differential
in occupation wise recruitment of NTVQF certified graduates among the employers on the basis of the size
of industry. The estimated Chi-Square value is 82.577 and p value is 0.012 (see details in Annexure 81).
Figure 7.2 shows that 41.8% among the employers who recruited NTVQF certified graduates recruit Pre-
vocational-2 level graduates followed by 40% recruit NTVQF-1 and 18.2% NTVQF-2 level graduates.
Figure 7.2: Employers recruited different NTVQF level graduates
7.1.4 Role of NTVQF for the employer
All employers who recruited NTVQF certified graduates reports that their NTVQF certified employees
help to increase productivity despite significant differences in recruiting NTVQF certified graduates on the
basis of different age groups of employer, occupation and male-female groups. Finally, about 86% of the
total employers are showing interest to recruit more employees with having NTVQF certification.
7.2 Satisfaction of the employer
The satisfaction of the employers was measured in two ways. Firstly, we observed general perceptions
of employers on Competency Based Training and Assessment system aligned with National Technical
and Vocational Qualification Framework with the five point Likert scale commenting as Not Agree (1),
Moderately Agree (2), Agree (3), Very Much Agree (4), and Strongly Agree (5) on knowledge of employers
about NTVQF, knowledge of employers about the objectives of NTVQF, CBT&A is the best system in
acquiring skills nationally, NTVQF certified employees are better skilled and better productive to others,
and demand of NTVQF certified employees are higher than others. Table 7.8 illustrates the results. The
mean value of the factors of satisfaction of the employers on the basis of their perception is 3.15, which
implies that the employers show average satisfaction on NTVQF certification through CBT&A system.
Table 7.8: Distribution of employer’s satisfaction by perception
Factors of Satisfaction N Minimum Maximum Mean Std. Deviation

Know about NTVQF 98 1 5 2.73 1.328
Know about Objectives of NTVQF 98 1 5 2.78 1.304
CBT&A is the best system in acquiring skills
98 1 5 3.31 1.304
nationally
NTVQF certified employees are
98 1 5 3.41 1.330
comparatively better skilled to others
NTVQF certified employees are comparatively
98 1 5 3.38 1.296
better productive to others
Demand of NTVQF certified employees are
98 1 5 3.28 1.353
comparatively higher
Average 3.15 1.32
Secondly, we focused on the employers who recruited NTVQF certified graduates with the five point
Likert scale commenting as Bad (1), Ordinary (2), Good (3), Very Good (4), and Excellent (5) on different
qualities of the graduates i.e., knowledge on job, working skill, writing skill for reporting, verbal skill for
reporting, positive attitude to work, punctuality, awareness on safety at workplace, awareness on personal
hygiene, behavior to superior, behavior to colleagues, and behavior to subordinates. Table 7.9 illustrates
that the mean value of the factors of satisfaction of the employers is 3.88 results that the employers also
show more than average satisfaction on different qualities of NTVQF certified graduates.
Table 7.9: Distribution of employer’s satisfaction by qualities of the NTVQF certified graduates
Qualities of the NTVQF Certified Graduates N Minimum Maximum Mean Std. Deviation
Knowledge on Job 55 2 5 3.85 0.650
Working Skill 55 2 5 4.00 0.816
Writing Skill for reporting 55 1 5 3.33 1.106
Verbal skill for reporting 55 2 5 3.73 0.971
Positive Attitude to work 55 2 5 4.00 0.720
Punctuality 55 2 5 3.96 0.769
Awareness on Safety at workplace 55 2 5 3.93 0.879
Awareness on Personal Hygiene 55 2 5 3.78 0.937
Behavior to Superior 55 3 5 4.16 0.570
Behavior to Colleagues 55 3 5 4.07 0.742
Behavior to Subordinates 55 2 5 3.89 0.762
Average 3.88 0.81
7.3 Issues and challenges faced by the employer

Employers are distributed by their job location. Table 7.10 explores the division wise distribution of the
employers. The majority of the employers are traced out in Dhaka and Chattogram divisions.
Occupations of
Table 7.10: Distribution of employer by job location
Division Number of Employer %
Barishal 10 10.2
Chattogram 24 24.5
Dhaka 33 33.7
Khulna 8 8.2
Rajshahi 11 11.2
Rangpur 11 11.2
Sylhet 1 1.0
Total 98 100%
The diversity of the job location of employers is concentrated in industrial regions of Bangladesh. This
indicates the opportunities of employment for the NTVQF certified graduates would vary regions. Though,
the employers show average satisfaction on the certification aligned with NTVQF, they noticed some
issues and challenges to be addressed by the respective authorities to familiarize the NTVQF certification
system.
Employers express their challenges faced in implementing NTVQF certification in their workplace in
on NTVQF (58.2%). They propose vigorous campaign for disseminating information about NTVQF
certification system and its strengths & opportunities among the mass people.
The issue to be addressed is to formulating rules on giving priority to the NTVQF certified graduates in
recruitment, promotion and enhancing salary. They also emphasized to increase the number of NTVQF
certified workforce.
Finally, they focus on mitigating skill mismatch due to the changing pattern of technology rapidly. They
emphasized that the graduates could be aligned with market driven skills so that they could get international
recognition. They also asserted on creating opportunities for self-employment and overseas employment.
Chapter 8
R esults and D iscussions: G raduate RPL vs. G raduate RTO
Occupations of
Chapter 8: Results and Discussions: Graduate RPL vs Graduate RTO
8.1 Socio-demographic characteristics of the graduate RPL & graduate RTO

8.1.1 Sex and age of the graduate RPL & graduate RTO
Socio-demographic characteristics of the graduate RPL and graduate RTO show that more than
one-fourth of the graduate RPL and approximately one-third of the graduate RTO are women (Table
8.1). Hereafter, we explored whether there were any significant differences in the sex category of
the graduates RPL and graduate RTO by using Chi-square test. The estimated Pearson Chi-Square
value is 2.581 and p-value is 0.108, which means there is insignificant difference exists in the sex
status among graduate RPL with that of graduate RTO group. Please details in Annexure 82.
Table 8.1: Distribution of the graduate RPL and RTO by gender
Graduate RPL Graduate RTO Total Pearson Chi-

Sex Category
Number % Number % Number % Square Test
Male 232 73.9 204 68.0 436 71.0
2.581
Female 82 26.1 96 32.0 178 29.0
(p=0.108)
Total 314 100.0 300 100.0 614 100.0
Table 8.2 shows the age group of the graduate RPL and graduate RTO. More graduate RTO (77%)
are found in the age band of 18-29 years compare to graduate RPL (69.1%). The complete opposite
picture is true for the age group of 30-39 and 40-49 years. Though there is a significant percent
of the graduate RPL (1.6%) and graduate RTO (9.3%) found with their age under 18 years. On
the other hand, 0.3% of the graduate RPL and 1.7% of the graduate RTO are found over 49 years.
This is an indication of the inefficient selection process of the candidates for the certification.
The estimated Pearson Chi-Square value is 44.377 and p-value is 0.000, which means there is
significant difference exists in the age group status among graduate RPL with that of graduate RTO
group. Please details in Annexure 83.
Table 8.2: Age differential of the graduate RPL and graduate RTO
Age Group Graduate RPL Graduate RTO Total Pearson Chi-Square

(Years) Number % Number % Number % Test
<18 5 1.6 28 9.3 33 5.4
18-29 217 69.1 231 77.0 448 73.0
30-39 74 23.6 25 8.3 99 16.1
44.377 (p=0.000)
40-49 17 5.4 11 3.7 28 4.5
>49 1 0.3 5 1.7 6 1.0
Total 314 100.0 300 100.0 614 100.0
Table 8.3 shows that the average age of the graduate RPL is 27.29 years whereas it is 23.60 years
for the graduate RTO. The age range is wider for the graduate RTO compared to their counterpart.
The age ranges from 17 to 56 years for graduate RPL whereas it ranges from 14 to 59 years for the
graduate RTO. The mean deference of the age among the graduate RPL and graduate RTO groups
is 3.69 years, which is significant.
Table 8.3: Descriptive statistics of age by graduate RPL and graduate RTO
Age (Years)
Graduate RPL 17 56 27.29
14 59 23.60 3.69
Graduate RTO
8.1.2 Educational status of the graduate RPL and graduate RTO
Now we focus on the highest level of education achieved by the graduate RPL and graduate RTO. Table
8.4 present the findings by graduate category (RPL & RTO). In case of Primary (up to Class V), Junior (up
to Class VIII), SSC/Dakhil/Equivalent, HSC (Vocational), and BSc. Engineering level of education the
proportion of graduate RPL is higher than that of the graduate RTO. However, the reverse picture is true
in case of SSC/Dakhil (Vocational), HSC/Alim/Equivalent, Diploma in Engineering, BBA/BSS/BSc/BA/
BCom and MBA/MSS/MSc/MCom level of education. Graduate RPL with no formal education is 1.6%
but it is 0% for similar category of graduate RTO.
Table 8.4: Highest educational qualification by graduate RPL and graduate RTO
Graduate RPL Graduate RTO Total Pearson
Highest Educational
Chi-Square
Qualification Number % Number % Number %
Test
Primary (Up to Class V) 22 7.0 3 1.0 25 4.1
Junior (Up to Class VIII) 130 41.4 113 37.7 243 39.6
SSC/Dakhil/Equivalent 59 18.8 43 14.3 102 16.6
SSC/Dakhil (Vocational) 13 4.1 21 7.0 34 5.5
HSC/Alim/Equivalent 30 9.6 40 13.3 70 11.4
HSC (Vocational) 5 1.6 4 1.3 9 1.5 33.605
Diploma in Engineering 23 7.3 36 12.0 59 9.6 (p=0.000)
BSc. Engineering 4 1.3 2 0.7 6 1.0
BBA/BSS/BSc/BA/BCom 15 4.8 23 7.7 38 6.2
MBA/MSS/MSc/MCom 8 2.5 15 5.0 23 3.7
No Formal Education 5 1.6 - 0.0 5 0.8
Total 314 100.0 300 100.0 614 100.0
Henceforth, we explored whether there were any significant differences in the highest educational
qualification of the graduates RPL and graduate RTO by descriptive statistics using Chi-square test. The
estimated Pearson Chi-Square value is 33.605 and p-value is 0.000, which means there is insignificant
difference exists in the highest educational qualification status of the graduate RPL with that of graduate
RTO group. Please details in Annexure 84.
8.2 Economic characteristics of the graduate RPL and graduate RTO
8.2.1 NTVQF level of the graduate RPL and graduate RTO
As per NTVQF level, graduate RPL and graduate RTO comprise three categories: Pre-vocational-2,
NTVQF-1 and NTVQF-2. Findings show that 82.2% of the graduate RPL is certified in Pre-vocational-2
while it is 0.0% for graduate RTO. In case of NTVQF level 1, 17.8% of the graduate RPL was certified
whereas it is almost five times higher for the graduate RTO than that of graduate RPL. In case of NTVQF
level 2, 13.3% of the graduate RTO was certified but it is 0.0% for the graduate RPL. This is shown in
Figure 8.1.
Occupations of
Hereafter, we explored whether there were any significant differences in the NTVQF level of the graduates
RPL and graduate RTO using the Chi-square test. The estimated Pearson Chi-Square value is 429.6 and
p-value is 0.000, which means there is significant difference exists in the NTVQF level wise certification
status of the graduate RPL with that of graduate RTO group. Please details in Annexure 85.
8.2.2 NTVQF occupation of the graduate RPL and graduate RTO and the year of certification
Graduate RPL and graduate RTOs are certified in 16 occupations aligned with NTVQF. The occupations
are Welding, Fitting, transport related Electrical Installation & Maintenance, Baking (Bread & Biscuit),
Food Processing & Quality Control, IT Support, Web Design, Machine Operation (Footwear), Motor Cycle
Servicing, Sewing Machine Operation, Block Batik & Screen Printing, construction related Electrical
Installation and Maintenance, Plumbing, Refrigeration & Air Conditioning, Tailoring & Dress Making
and Cooking. Please see Table 8.5 for details.
Table 8.5 reports that both of the graduate RPL and RTOs were certified mainly in four occupations
i.e. Welding, IT Support, Sewing Machine Operation, and construction related Electrical Installation &
Maintenance among the sixteen occupations. It is observed that NTVQF certification of graduate RPL in
construction related Electrical Installation & Maintenance (23.9%) and IT Support (5.1%) is higher than
that of graduate RTO. In contrast, a significant portion of graduate RTO was certified in Welding (20%)
and Sewing Machine Operation (21%) which is higher than that of graduate RPL. In addition, Motor
Cycle Servicing (20.1%), Block Batik & Screen Printing (3.5%), Plumbing (22%), and Tailoring & Dress
Making (11.1%) are the occupations in which only the graduate RPL was certified. On the other hand,
a remarkable segment of only graduate RTO was certified in Fittings (5.3%), transport related Electrical
Installation & Maintenance (4.3%), Baking (10%), Food Processing & Quality Control (6.7%), Web
Design (3.3%), Machine Operation Footwear (5%), Refrigeration & Air Conditioning (4%) and Cooking
(1.7%) occupations. See details in Table 8.5.
Table 8.5: Distribution of graduate RPL and graduate RTO by NTVQF occupation
Graduate RPL Graduate RTO Chi-Square
Occupation
No % No % Test
Welding 6 1.9% 60 20.0%
Fitting - - 16 5.3%
Electrical Installation & Maintenance - - 13 4.3%
Baking (Bread & Biscuit) - - 30 10.0%
Food Processing & Quality Control - - 20 6.7%
IT Support 16 5.1% 8 2.7%
Web Design - - 10 3.3%
Machine Operation (Footwear) - - 15 5.0%
Motor Cycle Servicing 63 20.1% - -
Sewing Machine Operation 39 12.4% 63 21.0% 357.289
Block Batik & Screen Printing 11 3.5% - - (p=0.000)
Electrical Installation & Maintenance
75 23.9% 48 16.0%
(Construction)
Plumbing 69 22.0% - -
Refrigeration & Air-conditioning - - 12 4.0%
Tailoring & Dress Making 35 11.1% - -
Cooking - - 5 1.7%
Total 314 100.0% 300 100.0%
Moreover, we explored whether there were any significant differences in the occupations of the graduates
RPL and graduate RTO by descriptive statistics using Chi-square test. The estimated Pearson Chi-Square
value is 357.289 and p-value is 0.000, which means there is significant difference exists in the NTVQF
occupation wise certification status among graduate RPL with that of graduate RTO group. Please details
in Annexure 86.
Hereafter, Figure 8.2 shows the year wise distribution of the graduate RPL and graduate RTO. It explore
that the majority of the NTVQF certification was done in 2015. It is 96.2% of the graduate RPL and 72.6%
of the graduate RTO was certified in that year. In addition, 16.7% of the graduate RTO was certified in
2014 whereas it is 3.8 % for the graduate RPL. Moreover, 8.7% and 2.0% graduate RTO were certified in
the year 2013 and 2012 respectively while it is null for graduate RPL.
Occupations of
Moreover, we explored whether there were any significant differences in the year of certification of the
graduates RPL and graduate RTO by descriptive statistics using Chi-square test. The estimated Pearson
Chi-Square value is 68.576 and p-value is 0.000, which means there is significant difference exists in the
year of NTVQF certification status among graduate RPL with that of graduate RTO group. Please details
in Annexure 87.
8.2.3 Employment status of the graduate RPL and graduate RTO
Employment scenario comprises three categories: employed, self-employed and un-employed (see
definition). This is reported in Figure 8.3, which shows that more graduates RTO are employed than
graduate RPL. But self-employed graduates RPL are higher than graduates RTO though unemployed
graduates RTO are much higher than their counterpart. Overall, graduate RPL are more actively engaged
in productive activities compared to graduates RTO.
Employment status of the graduate RPL and graduate RTO is tested by descriptive statistics using Chi-
square test. The estimated Pearson Chi-Square value is 69.341 and p-value is 0.000, which means there is
significant difference exists in the employment status between the graduate RPL and RTO groups. Please
details in Annexure 88.
Moreover, graduates RPL and graduates RTO are employed in different categories i.e. Full-time, Part-
time and Seasonal (see definition). Table 8.6 shows that 82.6%, 14.5% and 2.9% of employed graduate
RPL are engaged in full-time, part-time and seasonal employment respectively. In case of graduate RTO,
it is 83.1% for full-time, 16.4% for part-time and 0.5% for seasonal employment. The discrepancy of the
data among graduate RPL and graduate RTO groups is analyzed through descriptive statistics using Chi-
insignificant difference exists in the employment status between the graduate RPL and RTO groups. Please
Table 8.6: Types of employment of graduate RPL and graduate RTO
Category Full-time Part-time Seasonal Chi-Square Test

Graduate RPL 82.6% 14.5% 2.9% 3.997
Graduate RTO 83.1% 16.4% 0.5% (p=0.136)
Graduates RPL and graduates RTO are employed in four categories of organization (i.e., Public, Private,
NGO and Multi National Company (MNC). Please see definition.
Table 8.7: Types of organization of graduate RPL and graduate RTO
Category Public Private NGO MNC Chi-Square Test

Graduate RPL 11.0% 82.6% 2.9% 3.5% 4.677
Graduate RTO 6.8% 81.7% 4.7% 6.8% (p=0.197)
Table 8.7 reports that both the graduate RPL (82.6%) and graduate RTO (81.7%) are working mostly in
private organizations. In case of employment in public organization, more graduates RPL are employed
compared to their counterpart. However, the opposite picture is true for employment getting in NGOs
and MNCs of graduates RTO in comparison with graduate RPL. The insignificant variation in the types
of organization exists between the graduate RPL and graduate RTO groups. It is observed by descriptive
which means there is no significant difference in the organizational types between the graduate RPL and
the graduate RTO groups. Please details in Annexure 90.
On the other side, NTVQF certification creates extended opportunities for self-employment. Figure 8.4
shows the sector wise self-employed data of the graduate RPL and graduate RTO respectively. Both of
the graduate RPL and graduate RTO get opportunities in self-employment in construction, informal,
information technology, readymade garments and transport sectors. But only graduates RTO are engaged
in agro-food (37.1%) and jewelry (2.9%) sectors for self-employment. Data also shows that graduates
RPL are involved more in construction (41.6%), informal (26.4%) and transport (24.0%) sectors for self-
employment compare to their counterpart. The opposite picture is true for graduates RTO engaging in
self-employment in information technology (5.7%) and readymade garments (31.4%) sectors.
Occupations of
The significant variation in the sector wise self-employment exists between the graduate RPL and graduate
RTO groups. It is observed by descriptive statistics using Chi-square test. The estimated Pearson Chi-
Square value is 83.799 and p-value is 0.000, which means there is significant difference exists in the sector
wise self-employment status between the groups. Please details in Annexure 91.
However, opportunities for self employment in construction related Electrical Installation & Maintenance,
Plumbing, Tailoring & Dress Making and Motorcycle Servicing occupations for graduate RPL are found
prominent whereas graduates RTO got the major opportunities in Sewing Machine Operation and Baking
for self-employment. The significant divergence of the occupation wise self-employment exists between
the graduate RPL and graduate RTO groups. It is also observed by descriptive statistics using Chi-square
test. The estimated Pearson Chi-Square value is 96.532 and p-value is 0.000, which means there is
significant difference exists in the occupation wise self-employment status between the graduate RPL and
graduate RTO groups. Please details in Annexure 92.
In contrast to the employment and self-employment characteristics of graduate RPL and graduate RTO,
there is another category, which is known as ‘Un-employed’. In this study, 5.4% of the graduate RPL
and 15.3% of the graduate RTO are found un-employed due to disabilities, dissatisfaction on payment,
family constraint, higher education, job constraint as per competency, unpleasant behavior of supervisor,
indecent working environment, and seeking suitable job, etc. The insignificant divergence of the cause of
un-employment exists among the graduate RPL and graduate RTO groups. It is observed by descriptive
which means there is insignificant difference exists in the cause of un-employment among graduate RPL
with that of graduate RTO group. Please details in Annexure 93.
8.2.4 Role of NTVQF for the graduate RPL and graduate RTO
This section explores the role played by NTVQF for the graduate RPL as well as graduate RTO. In this
section, we have considered only those who are employed and self-employed. Role of NTVQF for the
graduate RPL and graduate RTO is measured and compared by some indicators like whether NTVQF has
created more opportunities in job, earning, getting increment in salary, getting promotion, getting intention
to achieve higher level certification and getting intention to change occupation.
Table 8.8 reports the summary findings on the key variables which are used to measure the role played by
NTVQF. It shows that 99.0% of graduates RPL and 76.3% of graduate RTO think that NTVQF certification
has created more opportunities at job. 88.5% of graduates RPL and 68.0% graduate RTO think that NTVQF
has enhanced the opportunities for earning enhancement. Though, 73.8% of graduate RPL and 42.9% of
the graduate RTO reports that they got increment in their salaries after getting NTVQF certification. In
addition, more graduate RPL got promotion compare to their counterpart. As the low achievement rate of
getting increment and promotion, 44.7% graduate RTO shows intention to change occupation whereas it
is 14.8% for graduate RPL. The root causes of changing occupation and low achievement rate of getting
increment & promotion, as the graduate RPL and RTOs mentioned, there is no provision of promotion,
lack of awareness, less educational qualification, no relevant higher post, getting better job, lack of decent
salary/income, promotion & social status, and lack of OSH practice & proper working environment. But
most of the graduates RPL and graduate RTO want to achieve further level certification of NTVQF. Please
Table 8.8: Distribution of graduate RPL and graduate RTO by role of NTVQF
Graduate Graduate
Role of NTVQF Chi-Square Test
RPL (%) RTO (%)
NTVQF certification helps to increase job
99.0 76.3 70.552 (p=0.00)
opportunity
NTVQF certification helps to increase earning 88.5 68.0 37.009 (p=0.00)
Getting increment in salaries after getting
73.8 42.9 37.466 (p=0.00)
NTVQF certification
Getting promotion after getting NTVQF
52.9 35.1 12.382 (p=0.00)
certification
Require to achieve further NTVQF certification 99.0 94.7 9.053 (p=0.003)
Want to change occupation 14.8 44.7 63.557 (p=0.003)
8.2.5 Status of total working hour per day of the graduate RPL and graduate RTO
Table 8.9 shows that the average working hour per day of the graduate RPL is 8.86 hours whereas it is 8.61
hours for the graduate RTO. The working hour/day range is wider for the graduate RTO compare to their
counterpart. The working hour/day ranges for graduate RPL is 2 to 16 hours whereas it ranges from 3 to
18 hours/day for the graduate RTO. The mean deference of the working hour/day among the graduate RPL
and graduate RTO groups is 0.249 hours/day, which is insignificant.
Table 8.9: Descriptive statistics of total working hour/day by graduate RPL and graduate RTO
Total Working Hour per Day (Hours)
Graduate RPL 2 16 8.86
0.249
Graduate RTO 3 18 8.61
Figure 8.5 shows that graduate RTO are more engaged in their workplace for 6-10 hours per day compared
to graduate RPL. The similar picture is observed for less than 6 hours and more than 15 hours work per
day. But the opposite scenario is true for graduate RPL working for 11-15 hours per day compare to their
counterpart. In addition, the difference in total working hour in employed and self-employed graduate RPL
and graduate RTO groups is observed by descriptive statistics using Chi-square test. The estimated Pearson
Chi-Square value is 4.725 and p-value is 0.193, which means there is insignificant difference exists in the
total working hour per day between the graduate RPL and graduate RTO groups (Annexure 95).
Occupations of
8.2.6 Earning status of the graduate RPL and graduate RTO
Table 8.10 shows that the average earning per month of the graduate RPL is BDT 8807.44 before getting
NTVQF certification whereas it is BDT 6643.70 for the graduate RTO. The range of earning/month before
getting NTVQF certification is wider for the graduate RTO compare to their counterpart. The earning/
month before getting NTVQF certification ranges for graduate RPL is BDT 0.00 to 30,000.00 whereas
it ranges from BDT 0.00 to 400,000.00 for the graduate RTO. The mean deference of the earning/month
before getting NTVQF certification among the graduate RPL and graduate RTO groups is BDT 2163.74.
Table 8.10: Descriptive statistics of total earning/month before NTVQF certification by graduate RPL and
graduate RTO
Total earning per month before getting NTVQF Total earning per month after getting NTVQF
Category certification (BDT) certification (BDT)
Minimum Maximum Mean MD* Minimum Maximum Mean MD*
Graduate
0.00 30,000.00 8807.44 1500.00 45,000.00 11,762.74
RPL
2163.74 529.78
Graduate
0.00 400,000.00 6643.70 1200.00 400,000.00 12,292.52
RTO
*MD = Mean Deference.
On the other hand, Table 8.10 also shows the average earning per month of the graduate RPL and graduate
RTO after getting NTVQF certification. It is BDT 11,762.74 per month for graduate RPL after getting
NTVQF certification whereas it is BDT 12,292.52 for the graduate RTO. The range of earning/month after
getting NTVQF certification is wider for the graduate RTO compare to their counterpart. The earning/
month after getting NTVQF certification ranges for graduate RPL is BDT 1500.00 to 45,000.00 whereas it
ranges from BDT 1200.00 to 400,000.00 for the graduate RTO. The mean deference of the earning/month
after getting NTVQF certification among the graduate RPL and graduate RTO groups is BDT 529.78.
In general, the average earning is shifted upwards for both the graduates RPL and graduates RTO after
getting NTVQF certification.
Table 8.11 expresses the total earning per month achieved by the mentioned groups before and after getting
NTVQF certification. It shows that 1.3% graduates RPL earned less than BDT 1,000/- per month before
getting NTVQF certification whereas it is 40.6% for graduate RTO. But it was nullified for both groups
after getting certification. In addition, 19.5% of the graduate RPL earned ranged from BDT 1,001-5,000/-
per month before getting NTVQF certification whereas it is 18.9% for graduate RTO. However, it is
going down for both groups of graduates with the certification. Data show that 54.9% of the graduate RPL
earned ranged from BDT 5,001-10,000/- before certification which is reduced to 45.5% after certification.
Surprisingly, the opposite result is true for graduate RTO in this range of earning. Data also show us that
the earning of both the graduates (RPL & RTO) are increased at higher ranged income (i.e. BDT 10001-
15000/-, 15001-20000/- and >20000/-) after getting NTVQF certification.
Table 8.11: Distribution of graduate RPL and graduate RTO by total earning per month
Before Certification After Certification

Earning Range
Graduate Graduate Chi-Square Graduate Graduate Chi-Square Test
(BDT)
RPL RTO Test RPL RTO
<1000/- 1.3% 40.6% 0.0% 0.0%
1001-5000/- 19.5% 18.9% 3.7% 16.2%
5001-10000/- 54.9% 30.7% 45.5% 55.9%
160.172
10001-15000/- 18.5% 3.5% 35.0% 13.0% 71.65 (p=0.000)
(p=0.000)
15001-20000/- 4.7% 2.4% 11.8% 3.9%
>20000/- 1.0% 3.9% 4.0% 11.0%
Total 100.0% 100.0% 100.0% 100.0%
In addition, the data difference in the total earning per month before getting NTVQF certification between
the graduates RPL and graduates RTO groups is observed by descriptive statistics using Chi-square test.
The estimated Chi-Square value is 160.172 (p=0.000) which means there is significant divergence of
the total earning per month before getting NTVQF certification exists between the graduates RPL and
graduates RTO groups. Please see details in Annexure 96.
On the other hand, the difference in the total earning per month after getting NTVQF certification among
the graduates RPL and graduates RTO groups is also observed by descriptive statistics using Chi-square
test. The estimated Chi-Square value is 71.65 (p=0.000) which means there is significant divergence of the
total earning per month after getting NTVQF certification exists among the graduates RPL and graduates
RTO groups. Please see details in Annexure 97
Occupations of
Figure 8.6 display the income range of graduate RPL and graduate RTO before getting NTVQF certification.
It shows graduates RPL earn more in the middle income range compare to graduate RTO. But graduate
RTO earn in the lower income range more compared to graduate RPL. Also they earn more in the higher
ranged income compared to their counterpart before getting certification. On the other hand, NTVQF
certification influence in shifting of income of the graduates RPL and graduates RTO in similar nature.
Figure 8.7 depicts the results. It is found in the figure that graduates RTO are influenced more by the
certification compared to graduateRPL.
8.3 Satisfaction of the graduate RPL and graduate RTO
Agree (2), Agree (3), Very Much Agree (4), and Strongly Agree (5) on satisfaction with present earning
after getting NTVQF certification, more personal satisfaction with present performance in workplace, more
satisfaction of employer on performance in workplace, more satisfaction with workplace environment, feel
essential for the employed organization, want to change working organization, satisfaction on relevancy of
NTVQF certification with present occupation, training system in CBT&A is more appropriate in comparison
with traditional system, competency standards are relevant with the occupations of employment market,
competency standards includes required knowledge, skills and attitudes, training delivery in CBT&A is
more effective in comparison with traditional system, and monitoring & assessment system in CBT&A is
more effective in comparison to traditional system.
Table 8.12 illustrates that the mean values of the factors of job satisfaction of the graduate RPL is 3.70
whereas it is 3.63 for graduate RTO. More than average satisfaction on NTVQF certification through
CBT&A system has been confirmed by the both graduates RPL and graduates RTO.
Table 8.12: Distribution of graduate RPL and graduate RTO by satisfaction
Graduate RPL Graduate RTO

Factors of Job Satisfaction Chi-Square Test
Mean Std. Deviation Mean Std. Deviation
Satisfaction with present earning after
3.08 1.04 2.61 1.05 36.680 (p=0.000)
getting NTVQF certification
More satisfaction with present
performance in workplace after 3.45 0.94 3.14 1.03 18.010 (p=0.001)
More satisfaction of employer on
performance in workplace after 3.77 0.96 3.59 1.02 6.295 (p=0.178)
More satisfaction with workplace
environment after getting NTVQF 3.34 0.97 3.15 1.04 24.501 (p=0.000)
certification
Feel essential for the employed
3.66 1.10 3.16 1.24 27.497 (p=0.000)
organization
Want to change working organization
2.77 1.37 3.38 1.37 34.307 (p=0.000)
after getting NTVQF certification
Relevancy of NTVQF certification
4.04 1.02 3.17 1.48 66.680 (p=0.000)
with present occupation
Training system in CBT&A is more
appropriate in comparison with 4.11 0.86 4.44 0.70 33.106 (p=0.000)
traditional system
Competency standards are relevant
with the occupations of employment 3.86 0.79 3.95 0.93 16.750 (p=0.002)
market
Competency standards includes
required knowledge, skills and 3.92 0.80 4.15 0.79 14.471 (p=0.002)
attitudes
Training delivery in CBT&A is
more effective in comparison with 4.07 0.76 4.39 0.76 37.455 (p=0.000)
traditional system
Monitoring and assessment system
in CBT&A is more effective in 4.29 0.81 4.41 0.75 4.924 (p=0.295)
Average 3.70 0.95 3.63 1.01
In addition, the deviation in the satisfaction level after getting NTVQF certification among the graduates
RPL and graduates RTO groups is observed by descriptive statistics using Chi-square test. The estimated
Chi-Square values regarding the twelve factors of satisfaction mentioned in the above Table 8.12 show
that there are significant deviation of the satisfaction level into different 10 factors after getting NTVQF
certification exists between the graduates RPL and graduates RTO groups. But no deviation is observed in
the factors ‘more satisfaction of employer on performance in workplace’ and ‘monitoring & assessment
system in CBT&A is more effective in comparison to traditional system’ as their estimated Chi-Square
values are 6.295 (p=0.178) and 4.924 (p=0.295) respectively. Please see details in Annexure 98.
Occupations of
8.4 Issues and challenges faced by the graduate RPL & graduate RTO
8.4.1 Job location of the graduate RPL and graduate RTO
Graduates RPL and graduates RTO are distributed by their job location. Figure 8.8 explores the division
wise distribution. The majority of the graduate RPL and graduate RTO are traced out in the industrial belt
of Dhaka and Chattogram. It is observed from the figure 8.10 that more graduate RTO (3.0%) were traced
out in Barishal division compared to graduate RPL (0.6%). The opposite picture is true for Chattogram
division whereas more graduate RPL were traced out compared to their counterpart. Along with this,
the reverse scenario is also true for Dhaka division where 50.3% graduate RTO were traced out and it
is 26.1% for graduate RPL. The presence of graduate RPL was found more in Rajshahi and Rangpur
division compared to graduate RTO. Though it is opposite in Khulna division. 1.7% of the graduate RTO
was traced out in Sylhet division whereas it is nil for graduate RPL. The significance deviation of the job
location exists among the graduates RPL and graduates RTO groups. The estimated Chi-Square value for
this category is 74.584 (p=0.000). Please see details in Annexure 99.
8.4.2 Issues & challenges of the graduate RPL and graduate RTO
As the graduate RPL and graduate RTO come from different districts of the division for work, they face
some initial challenges regarding their training and certification inclined with NTVQF and they noticed
some issues to be addressed by the respective authorities. Table 8.13 illustrates the issues and challenges
which are faced by graduate RPL and graduate RTO commonly. It shows that majority of graduate RPL
(32.3%) and graduate RTO (50.6%) focus on increasing awareness of industry people, worker and general
people on NTVQF for implementing NTVQF in Bangladesh. 23.8% of the graduate RPL face challenges
due to shortage of certified teacher/trainer, industry assessor & RTO/Assessment center in rural area for
increasing opportunity in getting new and further level of certification whereas it is true for 9.1% of graduate
RTO. Almost similar portion of the graduates RPL (14.3) and graduates RTO (16.4) are spotlighting on
making quick modification of competency standard, assessment tools and CBLMs due to the changing
pattern of technology rapidly and make these available in Bangla.
As 9.5% of the graduate RPL and 15.9% graduate RTO faced barriers in recruitment, getting promotion,
getting increment in their job and getting government professional license, they suggests on formulating
policies on giving priority to the NTVQF certified graduates in getting government professional license,
recruitment, promotion and enhancing salary with proper working environment to ensure decent job.
11.2% of the graduate RPL face challenges due to shortage of proper tools, equipment and raw materials
during training and assessment and they propose to enhancing capabilities of BTEB during monitoring
whereas it is true for 1.7% of graduate RTO. The another issue is to ensure proper skill, literacy and age
for getting suitable job in local and overseas employment market and self-employment. Moreover, they
recommended reducing the cost of certification to create opportunities for gender equity and increase
social status. The significant variation exists in the issues and challenges faced by the graduate RPL and
graduate RTO. The estimated Pearson Chi-Square value is 61.434 and p-value is 0.000 (Annexure 100)
which indicates there are some divergent areas of interest need to be addressed by the authority.
Table 8.13: Distribution of graduate RPL and graduate RTO by issues & challenge
Graduate Graduate
Issues and Challenges Chi-Square Test
RPL RTO
Increase awareness of industry people, worker and general
32.3% 50.6%
people on NTVQF
Increase number of certified teacher/trainer, industry
assessor & RTO/Assessment center in rural area for
23.8% 9.1%
increasing opportunity in getting new and further level of
certification
Make quick modification of competency standard,
assessment tools and CBLMs due to the changing pattern 14.3% 16.4%
of technology rapidly and make these available in Bangla
Formulating policies on giving priority to the NTVQF
certified graduates in getting government professional 61.434
9.5% 15.9%
license, recruitment, promotion and enhancing salary with (p=0.000)
proper working environment to ensure decent job
Ensure proper tools, equipment and raw materials during
training and assessment by enhancing capabilities of BTEB 11.2% 1.7%
during monitoring
Ensure proper skill, literacy and age for getting suitable
job in local and overseas employment market and self- 7.9% 4.6%
employment
Reduce the cost of certification to create opportunities for
1.0% 1.7%
gender equity and increase social status
Total 100.0% 100.0%
Occupations of
Chapter 9
Results and Discussions: Matching and Mismatching
Chapter 9: Results and Discussions: Matching and Mismatching
9.1 Socio-demographic characteristics of the respondents
9.1.1 Sex and age of the respondents
The respondent comprises of graduate RPL, graduate RTO, industry assessor, teacher/trainer and employer.
The data of socio-demographic characteristics of the respondents are summarized as ‘graduate’ including
graduate RPL, graduate RTO, industry assessor, and teacher/trainers in contrast with ‘employer’ for
measuring the matching aspect of NTVQF standard qualification with the occupations of employment
market. The data show that 27.6% of the respondent graduates are women (Table 9.1) whereas it is
only 2.0% for employer. In general, there is a huge mismatch in gender parity among the graduates and
employers. Female RTO graduates are comparative more than that of the other categories.
Table 9.1: Distribution of respondents by gender

Distribution of Graduates
Sex Graduate Graduate Industry Weighted Employer
Teacher/Trainer
Category RPL RTO Assessor Mean
N % N % N % N % N % N %
Male 232 73.9 204 68.0 87 84.5 49 83.1 572 74.2 96 98.0
Female 82 26.1 96 32.0 66 15.5 10 16.9 204 27.6 2 2.0
Total 314 100.0 300 100.0 103 100.0 59 100.0 776 101.8 98 100.0
Table 9.2 shows that the average age of the respondent graduates is 27.53 years whereas it is 40.11 years
for the employers. The age range is wider for the respondent graduates compare to their other counterpart.
The age ranges for respondent graduates is 14 to 59 years whereas it ranges from 20 to 62 years for the
employers. In broad spectrum, the average age range is mismatched among the groups. The estimated
t-value is 13.237 (p=0.000). Please see details in Annexure 101.
Table 9.2: Descriptive statistics of respondents by age

Age (Years) Standard
Category
Minimum Maximum Mean Deviation
Graduate RPL 17 56 27.16 6.348
Graduate RTO 14 59 23.60 7.361
Industry Assessor 20 59 33.38 9.385
Teacher/Trainer 21 59 39.24 10.183
Graduate Average 27.53 8.806
Employer 20 62 40.11 9.359
Table 9.3 shows the age group of the respondents. The age of the majority of this group is found 18-49
years. 69.4% of the graduates are found in the age band of 18-29 years compare to that of employers
(12.2%). In addition, the age group of 27.6% of the graduates is found 30-39 years whereas it is 34.7%
for employers. Moreover, the age group of 12.1% of the respondent graduates and 37.8% of employers
is 40-49 years. Consequently, the age of 15.3% of employers and 10.6% respondent graduates are found
above 49 years. In broad scale, the average age group is also mismatched among the respondent groups.
Occupations of
Table 9.3: Distribution of respondents by age group
Distribution of Graduates (%)
Age Group (Years) Graduate Graduate Industry Teacher/ Weighted Employer (%)
RPL RTO Assessor Trainer Mean
<18 1.6 9.3 0.0 0.0 8.1 0.0
18-29 69.1 77.0 39.8 15.3 69.4 12.2
30-39 23.6 8.3 37.9 42.4 27.6 34.7
40-49 5.4 3.7 12.6 25.4 12.1 37.8
>49 0.3 1.7 9.7 16.9 10.6 15.3
Total 100.0 100.0 100.0 100.0 127.8 100.0
9.2 Economic characteristics of the respondents
9.2.1 NTVQF occupation of the respondents ertified and recruited
A total of 56.1% of the respondent employers recruits NTVQF certified employees in 21 different occupations
aligned with NTVQF. The occupations are Welding, Fitting, transport related Electrical Installation &
Maintenance, Baking (Bread & Biscuit), Food Processing & Quality Control, IT Support, Web Design,
Machine Operation (Footwear), Motor Cycle Servicing, Sewing Machine Operation, Block Batik & Screen
Printing, construction related Electrical Installation & Maintenance, Plumbing, Solar Electrical System,
Tailoring & Dress Making, Refrigeration & Air-conditioning, Cooking, House Keeping, Food & Beverage
Servicing, Tour Guiding, and Machine Shop Practice.
Moreover, we explored whether there were any significant differences in the occupations of the respondent
graduates in which they were certified and the employers who recruited those graduates by using Chi-
significant difference exists in the NTVQF occupation wise certification status among the graduates with
that of employers group. Please see details in Annexure 102. It indicates the noteworthy mismatching exists
in the number of occupation wise NTVQF certification and recruitment of that respondent graduates.
9.2.2 NTVQF level of the respondents
41.8% of the employers who recruits NTVQF certified employees among the respondent employers recruited
35.7% Pre-vocational-2 certified graduates whereas 57.5% NTVQF-1 certified graduates are recruited by
40.0% of employers and it is 18.2% employers who recruited 6.6% of NTVQF-2 certified graduates. In
addition, we explored whether there were any significant differences in the NTVQF level of the respondent
graduates in which they were certified and the employers who recruited those graduates by using Chi-
significant difference exists in the NTVQF level wise certification status among the graduates with that of
employers groups. Please see details in Annexure 103. It indicates the remarkable mismatching exists in the
number of level wise NTVQF certification and recruitment of that respondent graduates.
9.2.3 Types of organization of the respondents
Both public (13.5%) and private (72.1%) organizations recruit 3.0% and 96.9% of the NTVQF certified
employees respectively. The divergence of the types of organization exists among the employed graduates
and employer groups. It is observed by descriptive statistics using Chi-square test. The estimated Pearson
Chi-Square value is 24.156 and p-value is 0.000, which means there is significant difference exists in the
employment and organizational types among graduate RPL with that of graduate RTO group. Please see
9.3 Satisfaction of the respondents
Agree (2), Agree (3), Very Much Agree (4), and Strongly Agree (5) on satisfaction with training & assessment
system in CBT&A is more appropriate in comparison with traditional system, competency standards are
relevant with the occupations of employment market, competency standards includes required knowledge,
skills and attitudes, as well as monitoring and assessment system in CBT&A is more effective in comparison
to traditional system.
Table 9.4 shows that significant divergence of the satisfaction level with ‘Training & assessment system in
CBT&A is more appropriate in comparison with traditional system’ exists among the respondent groups.
The estimated mean value is 4.11 for graduates RPL, 4.44 for graduates RTO, 4.46 for industry assessors,
4.46 for teacher/trainers and 3.31 for employers. The mean values for ‘Competency standards are relevant
with the occupations of employment market’ are 3.86 for graduates RPL, 3.95 for graduates RTO, 4.03 for
industry assessors, 4.00 for teacher/trainers and 3.38 for employers. The mean values for ‘Competency
standards includes required knowledge, skills and attitudes’ are 3.92 for graduates RPL, 4.15 for graduates
RTO, 4.25 for industry assessors, 4.19 for teacher/trainers and 3.41 for employers. The mean values
for satisfaction with ‘Monitoring and assessment system in CBT&A is more effective in comparison to
traditional system’ are 4.29 for graduates RPL, 4.41 for graduates RTO, 4.37 for industry assessors, 4.58 for
teacher/trainers and 2.73 for employers respectively. Table 9.4 illustrates that the mean value of the factors
of job satisfaction of the respondent graduates RPL is 4.05, graduate RTO is 4.24, industry assessor is 4.28
and teacher/trainer is 4.38 whereas it is 3.21 for the employers. The data show the average satisfaction on
NTVQF certification through CBT&A system expressed by both the respondent graduates and employers.
Table 9.4: Distribution of respondents by satisfaction

Mean Value of Satisfaction
Factors of Job Satisfaction Graduate Graduate Industry Teacher/
Employer
RPL RTO Assessor Trainer
Training & assessment system in CBT&A
is more appropriate in comparison with 4.11 4.44 4.46 4.76 3.31
traditional system
Competency standards are relevant with the
3.86 3.95 4.03 4.00 3.38
occupations of employment market
Competency standards includes required
3.92 4.15 4.25 4.19 3.41
knowledge, skills and attitudes
Monitoring and assessment system in
CBT&A is more effective in comparison to 4.29 4.41 4.37 4.58 2.73
traditional system
Average 4.05 4.24 4.28 4.38 3.21
In addition, the divergence in the satisfaction level after getting NTVQF certification among the respondent
graduates and employers group is observed by descriptive statistics using Chi-square test. The estimated
Chi-Square values regarding the four factors of satisfaction as mentioned in the Annexure 105. It shows
that significant divergence of the satisfaction level with training & assessment system in CBT&A is more
appropriate in comparison with traditional system exists among the respondent groups. The estimated Chi-
Square value is 157.109 (p=0.000). The estimated Chi-Square values for Competency standards are relevant
with the occupations of employment market, Competency standards includes required knowledge, skills
and attitudes, Monitoring and assessment system in CBT&A is more effective in comparison to traditional
system are 78.464 (p=0.000), 95.074 (p=0.000), and 271.607 (p=0.000) respectively. Please see details in
Occupations of
Annexure 105. In general, the data indicate the notable mismatching exists in the satisfaction level of that
respondent graduates and employers on NTVQF certification.
9.4 Issues and challenges faced by the respondents
Respondents are distributed by their job location. Figure 9.1 explores the division wise distribution. The
majority of the respondent graduates and employers are traced out in the industrial belt of Dhaka and
Chattogram. It is observed from the figure 9.1 that 24.5% employer recruits 41.2% respondent graduates
in Chattogram. But it is almost equal in Dhaka and Sylhet division. The opposite picture is true for
Barishal, Khulna, Rajshahi, and Rangpur divisions wherein the proportion of employer is more than
that of respondent graduates. The significance deviation of the job location exists among the respondent
graduates and employer groups. The estimated Chi-Square value for this category is 36.402 (p=0.000).
Please see details in Annexure 106.
The data of job location of respondent graduates and employers show the remarkable mismatching exists
among the respondent graduates and employers on division wise NTVQF certification. Other than Dhaka
and Chattogram, the employers feel shortage in recruiting of the NTVQF certified graduates.
As the respondent graduates come from different districts of the division for work, they face some initial
challenges regarding their training and certification inclined with NTVQF and they noticed some issues to
be addressed by the respective authorities. Table 9.5 illustrates the issues and challenges which are faced
by respondents commonly. It shows that majority of respondent graduates (42.1%) and employers (58.2%)
focus on increasing awareness of industry people, worker and general people on NTVQF for implementing
NTVQF in Bangladesh. 23.5% of the employers face challenges due to shortage of certified workforce,
teacher/trainer, industry assessor & RTO/assessment center in rural area for ensuring availability of the
NTVQF certified graduates in the labour market as well as increasing opportunity in getting new and
further level of certification. It is also true for 8.0% of the respondent graduates. Please see details in the
Table 9.5.
The significant variation exists in the issues and challenges faced by the respondent graduates and
employers. The estimated Pearson Chi-Square value is 89.928 and p-value is 0.000 (Annexure 107) which
indicates there are some divergent areas of interest need to be addressed by the authority.
Table 9.5: Distribution of respondent by issues & challenges
Respondent Category
Issues & Challenges
Graduate Employer
Availability of Competency Standard, Assessment Tools and CBLM in Bangla 5.1% 0.0%
Enhance capabilities of BTEB 2.8% 0.0%
Ensure decent salary and proper working environment 2.7% 5.1%
Ensure gender equity 0.01% 0.0%
Ensure proper tools, equipment and raw materials in training and assessment 4.7% 0.0%
Getting international recognition 0.4% 0.0%
Increase suitable job in local and overseas employment market as per competency 4.2% 5.1%
High Cost 0.4% 0.0%
Increase awareness 42.1% 58.2%
Increase number of certified teacher/trainer, industry assessor, NTVQF certified
8.0% 23.5%
workforce and RTO/Assessment centre
Increase opportunity in getting further level of certification 5.3% 0.0%
Increase social status 0.2% 0.0%
Priority given to the NTVQF certified graduates in getting Government License 0.2% 0.0%
Priority given to the NTVQF certified graduates in recruitment, promotion and
6.8% 3.1%
enhancing salary
Provision of financial support for Self-employment 0.0% 5.1%
Provision of financial support to the institute 0.2% 0.0%
Quick modification of competency standard, assessment tools and CBLM as per
14.2% 0.0%
industry demand
Training for industry assessor and teacher/trainer 1.7% 0.0%
Ensure proper literacy and age 0.4% 0.0%
Total 100.0% 100.0%
9.5 Matching of NTVQF qualification with the occupations of present employment market
Generally, it was found that employers are always shouting that TVET graduates cannot fulfill their
job demand in terms of technological skills and behavioral skills or soft skills by the traditional TVET
curriculum. Contradictorily, institutes are always mentioned that they followed curriculum developed by
BTEB which is revised on regular basis resulting the content of the curriculum is updated. After analyzing
the policy matters and research findings of TVET reform project, BTEB has been implementing NTVQF in
Bangladesh since 2012 through Competency Based Training and Assessment system targeting the reduction
of skill mismatch in traditional curriculum and developing new competency standards, course accreditation
documents, implementation manuals and monitoring system.
Table 9.6 shows that 54.8%% of the NTVQF certified graduates RPL, 73.0% graduate RTO, 80.6% industry
assessor and 100.0% teacher/trainers are found employed whereas it is 39.8% graduate RPL, 11.7% graduate
RTO, 17.5% industry assessors are involved with their self-employment. On an average, 94.4% respondent
graduates are engaged in either paid work or as self-entrepreneurs. It results that the NTVQF certified
graduates are cordially accepted by the employment market which indicates the indirect way of matching of
NTVQF standard qualification with the occupations of employment market.
In addition, a total of 56.1% employers recruited NTVQF certified employees in Welding, Plumbing,
Fitting, transport related Electrical Installation & Maintenance, construction related Electrical Installation &
Occupations of
Maintenance, Baking (Bread & Biscuit), Food Processing & Quality Control, Food & Beverage Servicing,
Web Design, Machine Operation (Footwear), Motorcycle Servicing, Sewing Machine Operation,
Block Batik & Screen Printing, Machine Shop Practice and Tailoring & Dress Making occupations. It
consequences that the NTVQF certified graduates are warmly accepted by the job market as well as the
alignment of NTVQF certification and employment scenario is found matching which indicates the direct
way of matching of NTVQF standard qualification with the occupations of employment market.
Table 9.6: Distribution of respondent by employment status

Sl. Graduate Graduate Industry Teacher/
Employment Status Average
RPL RTO Assessors Trainers
1. Employed 54.8% 73.0% 80.6% 100.0% 77.1%
2. Self-employed 39.8% 11.7% 17.5% 0.0% 17.3%
Total Engaged at Work 94.6% 84.7% 98.1% 100.0% 94.4%
3. Un-employed 5.4% 15.3% 1.9% 0.0% 5.6%
Moreover, 40% graduate RPL, 12% graduate RTO, and 17% industry assessor are self-employed in
agro-food, construction, informal, information technology (IT), readymade garments (RMG), transport,
and tourism & hospitality sectors. However, opportunities for self-employment in construction related
Electrical Installation & Maintenance, Plumbing, Sewing Machine Operation, Baking (Bread & Biscuit),
Tailoring & Dress Making, Block Batik & Screen Printing, Motorcycle Servicing occupations are found
prominent. The significant variation in the sector wise occupation in self-employment group exists among
the different respondent groups. This implies that self-employed matches with the occupations of the
corresponding sectors. Please see details in Annexure 22, 38, & 55.
In other side, the mean value in the five point Likert scale of the satisfaction level on NTVQF certification
regarding employability and different factors of productivity of the graduate RPL is 3.70 (Table 3.10)
whereas it is 3.63 (Table 4.11) for graduate RTO, 4.32 (Table 5.9) for industry assessor, 4.39 (Table 6.10)
for teacher/trainer as well as 3.88 (Table 7.9) for employers.
In addition, there are some common factors related to the satisfaction with training & assessment system
in CBT&A is more appropriate in comparison with traditional system, competency standards are relevant
with the occupations of employment market, competency standards includes required knowledge, skills
and attitudes, as well as monitoring and assessment system in CBT&A is more effective in comparison to
traditional system. The mean values of satisfaction level on these common factors are 4.16 for respondent
graduates and 3.21 for employers (Table 9.4). Moreover, 95.9% respondents response about their
satisfaction level on different factors as 3 to 5 on Likert scale whereas it is 88.4% for employers. Please
see Annexure 108 and 109.
The data show the upwards satisfaction rate which also indicates the indirect way of matching of NTVQF
standard qualification with the occupations of employment market. Though there is a possibility to improve
the satisfaction level in both ways.
In summing up the outcomes of the study is 94.4% of the NTVQF certified graduates are engaged actively
in either paid employment or self-employment and 95.9% of them are satisfied with their work whereas
88.4% of the employers are also satisfied on the performance of the NTVQF certified graduates. Thus it
can be said that the acceptability and matching rate is 92.9%. Please see in the Figure 9.2.
Figure 9.2: Acceptance and matching rate
Occupations of
Chapter 10
Key Findings, Recommendations & Conclusion
Chapter 10: Key Findings, Recommendations & Conclusion
10.1 Key findings
A large data set has been generated through this survey. All the findings generated from this data set
relevant to the study are reported in the previous nine corresponding chapters. The main findings from this
study are summarized follows.
10.1.1 Sex and age diversification
• The male-female ratio among the respondents found significantly different in the study. 26.1%
of the graduate RPL, 32.0% of the graduate RTO, 15.5% of the industry assessor, 16.9% of the
teacher/trainer and only 2.0% of the employers are women.
• The average age of the graduate RPL is found 27.16 years whereas it is 23.60 years for graduate RTO,
33.38 years for industry assessor, 39.24 years for teacher/trainer and 40.11 years for employers.
• The minimum and maximum age limit of the respondent found 17-56 years for graduate RPL, 14-
59 years for graduate RTO, 20-59 years for industry assessor, 21-59 years for teacher/trainer and
20-62 years for employers respectively.
• The age of the majority of graduate RPL is found in 18-29 years (69.1%) whereas it is 77.0% for
graduate RTO and 39.8% for the industry assessor. But the age of the majority of teacher/trainer is
found in 30-39 years (42.4%) while the age of 37.8% of the employers is found mainly in 40-49
years.
10.1.2 Educational qualification diversification
• The educational qualification of the majority of graduate RPL is found class VIII passed (41.4%)
whereas it is 37.7% for graduate RTO. But the educational level of the majority of industry assessor
is found Diploma in Engineering passed (33.0%) while the educational qualification of 37.3% of
the teacher/trainer is found mainly B. Sc. in Engineering.
• General observation on the highest level education is that the proportion of female with general
education is comparatively higher than their counterpart. But the opposite picture is true for male
with background of vocational and engineering education.
10.1.3 NTVQF level diversification
• 82.2% of the graduate RPL was certified in Pre-vocational-2 level of NTVQF whereas it is 14.6%
for industry assessor and 6.8% for teacher/trainer. A total of 41.8% of the employers recruited pre-
vocational-2 certified graduates.
• 17.8% of the graduate RPL was certified in Level-1 of NTVQF whereas it is 86.7% for graduate
RTO, 76.7% for industry assessor, 86.4% for teacher/trainer. A total of 40.0% of the employers
recruited NTVQF-1 certified graduates.
• 13.3% of the graduate RTO was certified in Level-2 of NTVQF whereas it is 7.8% for industry
assessor, 5.1% for teacher/trainer. A total of 18.2% of the employers recruited NTVQF-2 certified
graduates.
• None of the graduate RTO was found who are certified in Pre-vocational-2 and NTVQF-3 level
whereas same scenario is true for the graduate RPL certified in NTVQF-2 and upwards. Only
0.9% of the industry assessor and 1.7% of the teacher/trainer were certified in NTVQF-3 of their
occupation.
Occupations of
10.1.4 NTVQF occupation diversification
• Graduates RPL were certified in construction related Electrical Installation & Maintenance (23.9%),
Plumbing (22.0%) and Motorcycle Servicing (20.1%) occupations largely.
• Graduates RTO were certified in Sewing Machine Operation (21.0%), Welding (20.0%) and
construction related Electrical Installation & Maintenance (16.0%) occupations mostly.
• Industry assessors were certified in construction related Electrical Installation & Maintenance
(23.3%), Sewing Machine Operation (16.5%), and Plumbing (10.7%) occupations frequently.
• Teacher/trainers were certified in construction related Electrical Installation & Maintenance
(27.1%), Sewing Machine Operation (16.9%), and Welding (13.5%) occupations universally.
• On an average, 22.6% of respondent graduates are certified in construction related Electrical
Installation & Maintenance, 16.7% in Sewing Machine Operation, 13.2% in Plumbing, 10.5% in
Welding and 10.4% in Motorcycle Servicing occupations. This is the priority index of the occupations
on the basis of NTVQF certified respondents engaged and traced out in paid employment or self-
employment.
10.1.5 Year of certification diversification
• None of the graduates RPL were certified in 2012 & 2013. Whereas it is 2.0% & 8.7% for the
graduates RTO, 8.7% & 10.7% for the industry assessors and 20.3% & 22.0% for the teacher/
trainers who were certified in 2012 & 2013 respectively.
10.1.6 Employment status diversification
• 54.8% of the graduates RPL are found employed whereas it is 73.0% for the graduates RTO, 80.6%
• 39.8% of the graduates RPL are found self-employed whereas it is 11.7% for the graduates RTO
and 17.5% for the industry assessors.
• 5.4% of the graduates RPL are found un-employed whereas it is 15.3% for the graduates RTO,
• 83.0% of the employed graduates RPL are engaged in full time work whereas it is 83.1% for the
• 14.0% of the employed graduates RPL are engaged in part time work whereas it is 16.4% for the
• 3.0% of the employed graduates RPL are engaged in seasonal work whereas it is 0.5% for the
graduates RTO.
• 11.0% of the employed graduates RPL are engaged in public organizations whereas it is 6.8% for
• 82.6% of the employed graduates RPL are engaged in private organizations whereas it is 81.7% for
• 2.9% of the employed graduates RPL are engaged in non-government organizations whereas it is
4.7% for the graduates RTO, 3.6% for the industry assessors and 39.0% for the teacher/trainers.
• 3.5% of the employed graduates RPL are engaged in multi-national companies whereas it is 6.8%
for the graduates RTO.
• 41.6% of the self-employed graduates RPL are engaged in construction sector whereas it is 14.3%
for the graduates RTO, and 16.6% for the industry assessors.
• 26.4% of the self-employed graduates RPL are engaged in informal sector whereas it is 5.7% for
the graduates RTO, and 50.0% for the industry assessors.
• 24.0% of the self-employed graduates RPL are engaged in transport sector whereas it is 2.9% for
the graduates RTO, and 11.1% for the industry assessors.
• 4.8% of the self-employed graduates RPL are engaged in readymade garment sector whereas it is
31.4% for the graduates RTO and 11.1% for the industry assessors.
• 3.2% of the self-employed graduates RPL are engaged in information technology sector whereas
it is 5.7% for the graduates RTO.
• None of the self-employed graduates RPL are engaged in agro-food sector whereas it is 37.1%
for the graduates RTO and 5.6% for the industry assessors who are engaged in agro-food sector as
self-entrepreneurs.
• Maximum 41.2% of the un-employed graduates RPL remain un-employed due to engage in higher
education whereas it is maximum 30.4% among the un-employed graduates RTO who remain
un-employed due to family constraint. Surprisingly, 1.9% of the industry assessors remain un-
employed due to family constraint and higher education.
10.1.7 Working hour per day diversification
• Maximum 76.1% of the employed and self-employed graduates RPL engaged in their workplace
for 6-10 hours per day whereas it is 81.5% for the graduates RTO and 89.8% for the teacher/
trainers.
• A total of 18.9% of the employed and self-employed graduates RPL engaged in their workplace for
• A few of 0.3% of the employed and self-employed graduates RPL engaged in their workplace for
more than 15 hours per day whereas it is 0.4% for the graduates RTO and 1.7% for the teacher/
trainers.
• Only 4.7% of the employed and self-employed graduates RPL engaged in their workplace for less
than 6 hours per day.
10.1.8 Earning status diversification
• Maximum 45.5% of the employed and self-employed graduates RPL earn in their workplace for
BDT 5,001-10,000/- per month after getting NTVQF certification whereas it is 55.9% for the
graduates RTO. But maximum 81.3% of the teacher/trainers earn more than BDT 20,000/- per
month.
10.1.9 Role of NTVQF
• 99.0% of the employed and self-employed graduates RPL think that NTVQF certification creates
more opportunities for job enhancement whereas it is 76.3% for the graduates RTO, 100% for the
industry assessors and 96.6% for the teacher/trainers.
• 88.6% of the employed and self-employed graduates RPL believe that NTVQF certification creates
more opportunities for getting increased earnings whereas it is 68.0% for the graduates RTO,
• 99.0% of the employed and self-employed graduates RPL show intention to achieve higher level
NTVQF certification whereas it is true for 94.7% of the graduates RTO, 100% of the industry
assessors as well as the teacher/trainers.
Occupations of
10.1.10 Satisfaction level diversification
• The mean values for the satisfaction level with ‘Training & assessment system in CBT&A is more
appropriate in comparison with traditional system’ are 4.11 for graduates RPL, 4.44 for graduates
RTO, 4.46 for industry assessors, 4.46 for teacher/trainers and 3.31 for employers out of 5.00 point
Likert scale.
• The mean values for the satisfaction level with ‘Competency standards are relevant with the
occupations of employment market’ are 3.86 for graduates RPL, 3.95 for graduates RTO, 4.03 for
• The mean values for the satisfaction level with ‘Competency standards includes required
knowledge, skills and attitudes’ are 3.92 for graduates RPL, 4.15 for graduates RTO, 4.25 for
• The mean values for satisfaction level with ‘Monitoring and assessment system in CBT&A is more
effective in comparison to traditional system’ are 4.29 for graduates RPL, 4.41 for graduates RTO,
4.37 for industry assessors, 4.58 for teacher/trainers and 2.73 for employers respectively out of
5.00 point Likert scale.
• The mean value of the factors of job satisfaction of the respondent graduates RPL is 4.05, graduate
RTO is 4.24, industry assessor is 4.28 and teacher/trainer is 4.38 whereas it is 3.21 for the employers
out of 5.00 point Likert scale.
10.1.11 Job location diversification
• 0.64% of the graduates RPL are found in Barishal division whereas it is 3.0% for the graduates
• 46.18% of the graduates RPL are found in Chattogram division whereas it is 37.0% for the graduates
• 26.11% of the graduates RPL are found in Dhaka division whereas it is 50.3% for the graduates
• 2.23% of the graduates RPL are found in Khulna division whereas it is 2.3% for the graduates
• 11.15% of the graduates RPL are found in Rajshahi division whereas it is 3.7% for the graduates
• 13.69% of the graduates RPL are found in Rangpur division whereas it is 2.0% for the graduates
• None of the graduates RPL are found in Sylhet division. But 1.7% of the graduates RTO are found
in the Sylhet division whereas it is 1.0% for the industry assessors, 1.7% for the teacher/trainers
and 1.0% for the employers.
10.1.12 Issues & challenges diversification
• Maximum 19.4% of the graduates RPL emphasize on increasing awareness of industry people,
workers and general people in implementing NTVQF in Bangladesh. It is true for 29.7% of the
graduates RTO, 40.8% of the industry assessors and 50.8% of the teacher/trainers. Interestingly,
31.6% of the employers support this argument as root barrier.
10.2 Recommendations
10.2.1 General recommendations
General recommendations include the followings:

• Increase awareness of industry people, worker and general people on NTVQF.
• Increase number of NTVQF certified workforce, number of registered training organizations and
assessment center in rural areas.
• Increase opportunity in getting further level of certification for rapid horizontal and vertical
expansion of NTVQF.
• Modify of competency standard, assessment tools and CBLMs regularly on the basis of training
need analysis to ensure proper skill according to basic education, age, and physical abilities. Ensure
the availability of these documents in both English and Bangla.
• Set-up job placement cell and occupation guidance & counseling cell in the institutes for mitigating
challenges.
• Enhance capabilities of BTEB for monitoring and ensuring proper tools, equipment and raw
materials during training and assessment and providing training to the industry assessors and
teacher/trainers.
• Enhance communicating capabilities of BTEB in getting international recognition of NTVQF.
• Ensure proper database management system in NTVQF cell and computer cell of BTEB for doing
research work.
• Link NTVQF clearly with the higher education pathway aligned with timing of employment.
• Increase opportunities for women, disabled and disadvantaged group of people to get NTVQF
certification.
10.2.2 Policy recommendations
• Formulate recruitment rule and priority given to the NTVQF certified graduates in recruitment,
promotion, enhancing salary and getting professional license from government.
• Establish registered training organizations and assessment center in export processing zones,
economic zones and areas under Bangladesh Small & Cottage Industries Corporation (BSCIC).
• Seek suitable job in local and overseas employment market with ensuring decent salary and proper
working environment.
• Increase provision of financial support for self-employment.
• Sector wise assessment center and registered training organizations should be build up and
enhancing capabilities of Industry Skill Councils (ISCs) to operate those institutions.
• Research wing need to be developed into the ISCs under direct supervision of BTEB research
section.
10.2.3 Recommendations for further research
The present study was aimed to examine employment status and satisfaction level of the NTVQF
certified graduates along with their employer’s satisfaction. But it is found through the study that there is
significant differences exist between the male and female groups of the respondents in terms of the mean
age, educational status, employment status, types of organizations where the graduates are employed,
occupations wise NTVQF certification, total working hour per day, total earning per month, and job
satisfaction. So, further research initiative needs to be undertaken for the purpose of gender analysis.
Occupations of
10.3 Conclusions
The reform agenda of TVET had to initiate identifying skills demand of job market and matching with
existing supply of graduates. Meanwhile, it faced additional challenges, such as, accurately assess the
demand for different categories of skilled workers in different employment markets, develop a coordinated
& flexible training strategy to service that demand, develop a national qualification system against which
skill certification of national standard can be made. Finally, NTVQF has been developed and BTEB has
initiated to implement the CBT&A system. The employment rate, graduates’ satisfaction and employers’
satisfaction were found in higher level. It indicates that the competency based training and assessment
system is required to popularize in our country. Though there are so many challenges and issues which
need to be addressed properly by the corresponding authorities for mitigation and then it can be said that
our workforce would be better skilled, better earned, more satisfied and having better living standard.
Policy would be accumulated for recruiting NTVQF certified graduates, creating overseas employment
and getting international mutual recognition of our NTVQF system which will improve our foreign
remittance earning capacity. This will help Bangladesh to transform middle income status to developed
country in time.
Reference
Books, Reports, Research Articles & Websites
Occupations of
References
The American Psychological Association (APA) reference style is used for citation from websites as well
as books and reports here.
Books:
1. Ministry of Education. (2010). National Education Policy. Government of the People’s Republic of
Bangladesh. p:24-26.
2. Ministry of Education. (2011). National Skills Development Policy. Government of the People’s
Republic of Bangladesh. p:11-71.
3. Bureau of Non Formal Education (BNFE). (2006). Non Formal Education Policy. Ministry of Primary
and Mass Education, Government of the People’s Republic of Bangladesh. p:4-7.
4. Rafique, A. (2017). Build Skill Bangladesh for Emerging Bangladesh as Developed Nation. Institution
of Diploma Engineers, Bangladesh (IDEB) & Bangladesh Technical Education Board (BTEB). p:20-
21.
5. Bangladesh Bureau of Statistics. (December 2012), Bangladesh Standard Classification of
Occupations-2012. Ministry of Planning, Government of The People’s Republic of Bangladesh. p:02-
39.
6. Bangladesh Bureau of Statistics. (October 2015), Labour Force Survey Report Bangladesh, 2013.
Ministry of Planning, Government of The People’s Republic of Bangladesh. p:65-70.
7. Bangladesh Bureau of Statistics. (August 2016), Technical and Vocational Education and Training
Institution Census 2015. Ministry of Planning, Government of The People’s Republic of Bangladesh.
p:13-15.
8. General Economics Division. (2015). 7th Five Year Plan, FY2016-FY2020: Accelerating Growth,
Empowering Citizens. Planning Commission, Government of The People’s Republic of Bangladesh.
p:546-554
9. General Economics Division. (April 2012). Perspective Plan of Bangladesh 2010-2021. Planning
Commission, Government of The People’s Republic of Bangladesh. p:82-87.
10. General Economics Division. (December 2009). Step Towards Change: National Strategy for
Accelerated Poverty Reduction (NSAPR) II, FY 2009-11. Planning Commission, Government of The
People’s Republic of Bangladesh. p:50-53.
11. General Economics Division. (October 2008). Moving Ahead: National Strategy for Accelerated
Poverty Reduction (NSAPR) II, FY 2009-11. Planning Commission, Government of The People’s
Republic of Bangladesh. p:107-115.
12. Maslow, A. H. (1954). Motivation and Personality. New York: Harper & Row.
13. Creswell, J.W. (Fourth edition 2012). Educational Research – Planning, Conducting and Evaluating
Quantitative and Qualitative Research. Pearson Education Inc., Boston, USA.
14. ACNielsen Research Services. (2000). Employer Satisfaction with Graduate Skills. The Department of
Education, Training and Youth Affairs, Commonwealth of Australia.
15. Chakrabarty, S., Oubre, D.T., & Brown, G. (2008). The impact of supervisory adaptive selling and
supervisory feedback on salesperson performance. Ind. Mark. Manage, 37: 447-454.
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Industrial and Organizational Psychology. Chicago, Rand McNally. pp. 1297-1349.
17. Ehsan, Dr. M. A. (1st edition 2017). Curriculum Development: Principle and Methodology.
Chatrabondhu Library, Dhaka.
18. Herzberg, F. (1966). Work and the Nature of Man. Staple Press. London.
19. Greenberg, J. & Baron, R. A. (4th Edition 1993). Behavior in Organizations. Needham Heights, MA:
Allyn and Bacon.
20. Herzberg, F., Mausner, B. & Snyderman, B. B. (1959). The motivation to work. New York Wiley. pp.
157.
21. Lapin, L.L. (1993). Statistics for Modern Business Decisions. Dryden Press, Florida, USA.
22. Norusis, J. M. (2004). SPSS 12.0 Guide to Data Analysis, Prentice Hall, New Jersey, USA.
23. UNESCO Institute for Statistics. (November 2009). Education Indicator Technical Guidelines, United
Nations Educational, Scientific and Cultural Organization, p-9-11.
Reports & Research Articles:

1. M. AL-Hussami. (2008). A Study of nurses’ job satisfaction: The relationship to organizational
commitment, perceived organizational support, transactional leadership, transformational leadership,
and level of education. Eur. J. Sci. Res., 22(2): 286-295.
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perspective [Electronic version]. Journal of Industrial Psychology, 27(1), 39-42.
3. Binks, M. (1996). Enterprise in Higher Education and the Graduate Labour Market Education+Training.
Vol 38 (2), 26-29.
4. Reilly, C. R. (1991). Organizational Behavior. Annual Review of Psychology. pp. 427- 458.
5. Chiu, K. R., Luk, V. W., & Tang, T. L. (2002). Retaining and motivating employees, Compensation
preferences in Hong Kong and China. Personnel Rev., 31(4): 402-431.
6. Ellickson, M. C. & Logsdon, K. (2002). Determinants of job satisfaction of municipal government
employees [Electronic version]. Public Personnel Management, 31(3), 343-358.
7. Friedlander, F. & Margulies, N. (1969). Multiple Impacts of Organization Climate and Individual
Values System upon Job Satisfaction. Personnel Psychology. 22, pp. 177-183.
8. Griffin, M. A., Patterson, M. G. & West, M. A. (2001). Job satisfaction and team work: the role of
supervisor support. J. Organ. Behavior, 22: 537-550.
9. Politis, J. D. (2001). The relationship of various Leadership Styles to Knowledge Management,
Leadership and Organization Development. KMLOD Journal, 22(8), p.354-64.
10. Wanous, J. P. & Lawler, E. E. (1972). Measurement and Meaning of Job Satisfaction. Journal of
Applied Psychology, pp:95-105.
11. Mason, G., Williams, G., Cranmer, S. & Guile, D. (2003). How Much Does Higher Education Enhance
the Employability of Graduates, Report to the Higher Education Funding Council for England
(HEFCE), UK.
Websites:
1. http://www.btebcbt.gov.bd/Utility/list_all_update_record, 15 June 2017.
2. http://www.raosoft.com/samplesize.html, 25 March 2016.
3. http://blog.sandglaz.com/10-psychological-job-satisfaction-factors-that-really-matter, dated:
27.12.2017.
4. http://www.definitions.net/definition/EMPLOYMENT%20STATUS, dated: 13.12.2017.
5. http://www.differencebetween.com/difference-between-challenge-and-vs-problem, dated:
03.01.2018.
6. http://www.ngo.org/ngoinfo/define.html, dated: 13.12.2017.
7. http://www.oxfordlearnersdictionaries.com/definition/english/acceptability, dated: August 12, 2017.
8. https://chopra.com/articles/5-key-factors-to-finding-job-satisfaction#sm.00015uagf41aj4damx25z6f6
7luh1, dated: 27.12.2017.
9. https://en.wikipedia.org/wiki/Full-time, dated: 13.12.2017.
10. https://en.wikipedia.org/wiki/Multinational_corporation, dated: 13.12.2017.
11. https://en.wikipedia.org/wiki/Pre-vocational_Certificate, dated: June 12, 2017.
12. https://en.wikipedia.org/wiki/Private_sector, dated: 13.12.2017.
13. https://en.wikipedia.org/wiki/Public_sector, dated: 13.12.2017.
14. https://stats.oecd.org/glossary/detail.asp?ID=786, dated: 13.12.2017.
15. https://transitiontaskforce.wikispaces.com/10.+Pre-Vocational, June 12, 2017.
16. https://www.inc.com/guides/201105/7-ways-to-improve-employee-satisfaction.html, dated:
02.01.2018.
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18. file:///C:/Users/Raju/Downloads/LRN2016-Fri-Barriers%20vs%20Challenges%20.pdf, dated:
03.01.2018.
Occupations of
Annexure
Annexure: 1-109
Annexure
Annexure-1: NTVQF with level description
NTVQF Job
Knowledge Skill Responsibility
Level Classification
• Mange a team or
• Comprehensive • Specialised and restricted
teams in workplace
actual and theoretical range of cognitive and
activities where there is Middle Level
knowledge within a practical skills required to
unpredictable change. Manager /Sub
6 specific study area provide leadership in the
• Identify and design Assistant Engr.
with an awareness development of creative
learning programs to etc.
of the limits of that solutions to defined
develop performance of
knowledge. problems
team members
• Very broad • Very broad range of

• Take overall responsibility
knowledge of cognitive and practical
for completion of tasks in Highly Skilled
the underlying, skills required to generate
5 work or study. Worker /
concepts, principles, solutions to specific
• Apply past experiences in Supervisor
and processes in a problems in one or more
solving similar problems
specific study area. study areas.
• Range of cognitive and

• Broad knowledge practical skills required to • Take responsibility, within
of the underlying, accomplish tasks and solve reason, for completion
4 concepts, principles, problems by selecting and of tasks in work or study Skilled Worker
and processes in a applying the full range of Apply past experiences in
specific study area. methods, tools, materials solving similar problems
and information.
• Basic cognitive and

practical skills required to
• Moderately broad use relevant information in • Work or study under
Semi-Skilled
3 knowledge in a order to carry out tasks and supervision with some
Worker
specific study area. to solve routine problems autonomy
using simple rules and
tools.
• Basic underpinning • Work or study under
• Basic skills required to Basic Skilled
2 knowledge in a indirect supervision in a
carry out simple tasks. Worker
specific study area. structured context.
• E l e m e n t a r y
understanding of • Limited range of skills • Work or study under
1 the underpinning required to carry out simple direct supervision in a Basic Worker
knowledge in a tasks. structured context.
specific study area.
• Work or study under
• Very limited range of skills
• Limited general direct supervision in a Pre-Vocation
Pre-Voc-2 and use of tools required to
knowledge. well-defined, structured Trainee
carry out simple tasks.
context.
• Simple work or study
• Minimal range of skills exercises, under direct
• Extremely limited Pre-Vocation
Pre-Voc-1 required to carry out simple supervision in a clear,
general knowledge. Trainee
tasks. well defined structured
context.
Occupations of
Annexure-2: List of BTEB approved Registered Training Organization (RTOs) & Assessment
Centers
Sl. Name of the Registered Training Types of Institute
Occupation Name and Level
No. Organization (RTOs) Public Private NGO
Bangladesh German Technical • Electrical Installation and Maintenance
01. Training Centre, Dhaka
√ - -
(Civil Construction), Level-Prevoc-2
• Electrical Installation and Maintenance
Bangladesh Industrial & Technical
(Civil Construction), Level-1&2
02. Assistance Centre (BITAC), √ - -
• Welding, Level-1&2
Dhaka
• Machine Shop Practice, Level-1&2
Bangladesh Korea Institute of • IT Support, Level-1&2
03. Information & Communication √ - - • Web Design, Level-2
Technology, Dhaka • Graphic Design, Level-1&2
(Civil Construction), Pre-voc-2
(Transport), Level-1&2
Bangladesh Korea Technical
04. Training Centre, Chattogram
√ - - • Fitting, Level-1&2
• Motorcycle Servicing, Pre-voc-2
• Plumbing, Pre-voc-2
• Sewing Machine Operation, Pre-voc-2
Bangladesh Korea Technical
05. Training Centre, Dhaka
√ - - • Welding, Level-1&2
Center of Excellence for Leather
06. Skills Bangladesh Limited, - √ - • Machine Operator (Footwear), Level-1&2
Gazipur
Dhaka Ahsania Mission Vocational
07. Training Institute, Dhaka
- - √ • Beauty Care, Pre-voc-2
• Block Batik & Screen Printing, Pre-voc-2
• Food Processing & Quality Control,
Dhaka Polytechnic Institute,
08. Dhaka
√ - - Level-1&2
• Food Packaging, Level-2
• IT Support, Level-1&2
09. Feni Computer Institute, Feni √ - -
• Web Design, Level-2
10. Graphic Arts Institute, Dhaka √ - - • Graphic Design, Level-1&2
• Tailoring & Dress Making, Pre-voc-2

11. Hope Technical Institute, Khulna - - √
(Civil Construction), Pre-voc-2, Level-1&2
Institute of Engineering & • IT Support, Level-1&2
12. Technology, Rangpur
- √ -
• Graphic Design, Level-1&2
Khulna Shipyard Technical • Electrical Installation and Maintenance
13. Training Centre, Khulna
- √ -
Mirpur Agricultural Workshop
14. and Training School, Dhaka
- √ - • Motorcycle Servicing, Pre-voc-2
Montage Training & Certification, • Tailoring and Dress Making, Level-1&2
15. Gazipur
- √ -
• Tile Work, Level-1&2
National Hotel and Tourism
16. Training Institute, Dhaka
√ - - • Baking, Level-2
National Institute of Technology, (Civil Construction), Pre-voc-2
17. Chattogram
- √ -
Persona Hair and Beauty Limited,
18. Dhaka
- √ - • Beauty Care, Pre-voc-2
19. Rasel Garments, Narayangonj - √ - • Sewing Machine Operation, Pre-voc-2
Seikh Fazilatunnessa Mujib • Tailoring & Dress Making, Pre-voc-2

20. Women Technical Training √ - - • Block Batik & Screen Printing, Pre-voc-2
Centre, Dhaka • Sewing Machine Operation, Pre-voc-2
Star Bangla Technical Training
21. Centre, Gazipur
- √ - (Civil Construction), Pre-voc-2
Technical School and College,
22. Barishal
√ - - • Welding, Level-1&2
Technical School and College,
23. Gazipur
√ - - • Tailoring & Dress Making, Pre-voc-2
• Sewing Machine Operation, Pre-voc-2,
Level-1&2
Technical Teachers’ Training
24. College, Dhaka
√ - - • CBT&A, Level-IV

Technical Training and
25. Development Centre, Sylhet
- √ - (Civil Construction), Pre-voc-2
• Mobile Phone Servicing, Level-2
Technical Training Centre, (Civil Construction), Pre-voc-2
26. Barishal
√ - -
27. Technical Training Centre, Khulna √ - - (Civil Construction), Pre-voc-2
• Solar Electrical System, Level-1
Technical Training Centre,
28. Rajshahi
√ - - (Civil Construction), Pre-voc-2
Occupations of
29. Technical Training Centre, Sylhet √ - - (Civil Construction), Pre-voc-2
Trust Technical Training Centre, • Electrical Installation and Maintenance

30. Gazipur
√ - -
UCEP A K Khan Kalurghat (Civil Construction), Pre-voc-2
31. Technical School, Chattogram
- - √
UCEP Ambagan Technical School,
32. Chittagong
- - √ • Welding, Level-1&2
• Tailoring & Dress Making Pre-voc-2
UCEP Barishal Technical School, • Welding, Level-1&2
33. Barishal
- - √
UCEP Gazipur Technical School,
34. Gazipur
UCEP Hafiz Mazumder Sylhet • Welding, Level-1&2
35. Technical School, Sylhet
- - √
UCEP Jatrabari Technical School, (Civil Construction), Level-1&2
36. Dhaka
- - √
UCEP Mirpur Technical School,
37. Dhaka
- - √ • Motorcycle Servicing, Pre-voc-2
Sewing Machine Operation, Pre-voc-2
UCEP Mohsin Technical School, Welding, Level-1&2
38. Khulna
- - √
UCEP Rajshahi Technical School,
39. Rajshahi
UCEP Rangpur Technical School,
40. Rangpur
- - √ (Civil Construction), Level-1&2
41. UCEP Training Institute, Dhaka - - √ • CBT&A, Level-IV
• CBT&A, Level-IV
Vocational Teachers’ Training
42. Institute, Bogra
√ - - (Civil Construction), Pre-voc-2
Western Maritime Institute,
43. Chittagong
- √ - (Civil Construction), Pre-voc-2, Level-1&2
• Welding, Level-1&2, Fitting, Level-1&2
Total 19 11 13
Occupations of
108
Annexure-3: NTVQF certification at a glance up to 31 December 2015
NTVQF Certification in Number
Sl. Graduate Graduate
Occupation Industry Assessor Teacher & Trainer
No. (RTO) (RPL) Total
PV2 L-1 L-2 L-3 NC-IV PV2 L-1 L-2 L-3 NC-IV L-1 L-2 PV2 L-1
01. Baking - - 8 - 3 - - 10 - 4 - 34 - - 59
02. Beauty Care 6 - - - 6 - - - - - - - 8 - 20
03. Block Batik & Screen Printing 9 - - - 9 - - - - - - - 419 - 437
04. Cooking - 5 - - 1 - 5 - - 1 - - - - 12
05. Electrical Installation and Maintenance - 3 3 1 3 - 2 2 2 2 50 17 - - 85
Electrical Installation and Maintenance
06. - 60 6 - 52 - 109 - - 37 136 7 2,185 227 2,819
(Civil Construction)
07. Fitter - 3 2 - 3 - 4 2 1 2 87 17 - - 121
08. Food and Beverage Servicing - 5 - - 2 - 5 - - - - - - - 12
09. Food Packaging - - - - - - - - - 2 - - - - 2
10. Food Processing and Quality Control - 2 1 1 1 - 2 2 2 2 59 16 - - 88
11. Graphic Design - 3 2 - 3 - 2 - - 2 21 - - - 33
12. House Keeping - 5 - - 1 - 5 - - 2 - - - - 13
13. IT Support - 67 7 - 52 - 94 4 - 1 26 - - 99 350
14. Machine Operation (Footwear) - 7 - - 7 - 12 - - 8 35 - - - 69
15. Machine Shop Practice - - - - - - 4 - - - - - - - 4
16. Motorcycle Servicing 3 61 - - 28 6 4 - - 8 - - 988 111 1,209
17. Plumbing - 29 - - 28 - 8 - - 8 - - 1,224 151 1,448
18. Refrigeration & Air Conditioning - 21 - - 7 - 7 - - 5 1 - - - 41
19. Sewing Machine Operation 2 38 - - 35 5 38 - - 20 113 - 956 95 1,302
20. Solar Electrical System - 22 - - 14 - - - - - - - - - 36
21. Tailoring & Dress Making 5 48 - - 40 - - - - - - - 700 64 857
22. Tour Guiding - 5 - - 1 - 6 - - 1 - - - - 13
23. Web Design - - 9 - 9 - - 1 - 1 12 24 - - 56
24. Welding - 19 4 - 19 - 48 7 1 24 246 51 - 49 468
Total 25 403 42 2 324 11 355 28 6 130 786 166 6,480 796 9,554
Source: NTVQF Cell, BTEB.
M a t c h i n g o f N T V Q F Q u a l i f i c a t i o n w i t h t h e O c c u p a t i o n s o f P re s e n t E m p l o y m e n t M a r k e t
Annexure-4: Category wise NTVQF certification up to 31 December 2015
Sl. NTVQF Certification (in Number)
Category of Certified Workforce %
No. PV2 L-1 L-2 L-3 NC-IV Total
01. Industry Assessor 25 403 42 2 324 796 8
02. Teacher and Trainer 11 355 28 6 130 530 6
03. Graduate RTO - 786 166 - - 952 10
04. Graduate RPL 6,480 796 - - - 7,276 76
Total 6,516 2,340 236 8 454 9,554
Level wise NTVQF Certification (%) 68.20 24.49 2.47 0.08 4.75
Annexure-5: Occupation wise NTVQF certification up to 31 December 2015

Sl. Certification
Occupation
No. Total %
01. Baking 59 1%
02. Beauty Care 20 0%
03. Block Batik & Screen Printing 437 5%
04. Cooking 12 0%
05. Electrical Installation and Maintenance 85 1%
06. Electrical Installation and Maintenance (Civil Construction) 2,819 30%
07. Fitter 121 1%
08. Food and Beverage Servicing 12 0%
09. Food Packaging 2 0%
10. Food Processing and Quality Control 88 1%
11. Graphic Design 33 0%
12. House Keeping 13 0%
13. IT Support 350 4%
14. Machine Operation (Footwear) 69 1%
15. Machine Shop Practice 4 0%
16. Motorcycle Servicing 1,209 13%
17. Plumbing 1,448 15%
18. Refrigeration & Air Conditioning 41 0%
19. Sewing Machine Operation 1,302 14%
20. Solar Electrical System 36 0%
21. Tailoring & Dress Making 857 9%
22. Tour Guiding 13 0%
23. Web Design 56 1%
24. Welding 468 5%
Total 9,554 100%
Occupations of
Annexure-6: Questionnaire for graduate RPL
AvBwW bs (Awdm KZ…©K c~iYxq) G_RPL/4
evsjv‡`k KvwiMwi wkÿv †evW©

AvMviMuvI, †k‡i evsjv bMi, XvKv-1207|
Website: www.btebcbt.gov.bd, www.bteb.gov.bd
Technical and Vocational Education and Training (TVET) Sub sector
“Matching of NTVQF Standard Qualification with the Occupations of Employment Market” Gi Z_¨
msMÖ‡ni cÖkgœ vjv
MÖvRy‡qU (AviwcGj) Gi Rb¨ cÖ‡hvR¨
mvaviY Z_¨
evsjv‡`k KvwiMwi wkÿv †evW© 2012 mvj †_‡K KvwiMwi wkÿvq mÿgZv wfwËK cÖwkÿY I g~j¨vqY (CBT&A) c×wZ‡Z GbwUwfwKDGd
ev¯Íevqb Ki‡Q| 2012 †_‡K 2015 mvj ch©šÍ wewfbœ AKz‡ck‡b †gvU 9554 Rb‡K †evW© KZ©„K mb` cÖ`vb Kiv n‡q‡Q| mb`cÖvß MÖvRy‡qUMY
Kg©‡ÿ‡Î Zv‡ì h_vh_ Kg©‡hvM¨Zv Ges mšyÍwó AR©Y K‡i‡Qb wK bv Zv wbY©‡qi gva¨‡g GbwUwfwKDGd ÷¨vÛvW© †Kvqvwjwd‡Kkb eZ©gvb
Kg©‡ÿ‡Î KZLvwb wgj n‡q‡Q Zv hvPvB Kiv Av‡jvP¨ M‡elYvi g~j welq| D³ M‡elYvq Z_¨cÖ`vYKvix wn‡m‡e Avcbvi AskMÖnY‡K evsjv‡`k
KvwiMwi wkÿv †evW© K…ZÁwP‡Ë mvayev` Rvbvq| cÖkœcÎwU c~i‡Yi c~‡e© wba©vwiZ wb‡`©wkKv AbymiY Kivi Rb¨ Aby‡iva Kiv nj|
1. Av‡jvP¨ M‡elYvq GbwUwfwKDGd mb`cÖvß ‡UªBbvi wn‡m‡e BÛvw÷ª A¨v‡mmi, wUPvi GÛ †UªBbvi, MÖvRy‡qU (AviwUI), Ges MÖvRy‡qU
(AviwcGj) AšÍfy³ © i‡q‡Q|
2. GB M‡elYvi djvdj GbwUwfwKDGd mb`cÖvß MÖvRy‡qU‡ì Kg©‡hvM¨Zv Ges mšyÍwó wba©vi‡Y aviYv cÖ`vb Ki‡e| cÖvß djvdjcÖmyZ
Z_¨ GbwUwfwKDGd ev¯Íevq‡b mÿgZv wfwËK cÖwkÿY I g~j¨vqY (CBT&A) c×wZ ch©v‡jvPbvc~e©K Zv cwigvR©Y I mgš^‡q
eënvi Kiv n‡e|
3. Avcwb 2012-2015 mv‡ji g‡a¨ mb`cÖvß MÖvRy‡qU‡ì ga¨ †_‡K ‰èPwqZ bgybvqb (Random Sampling) c×wZ‡Z wbe©vwPZ
n‡q‡Qb| Avcwb †Kvbµ‡gB Avcbvi bv‡g wPwýZ n‡eb bv| Avcbvi cÖ`Ë mKj Z_¨ M‡elYv Kv‡R eënvi Kiv n‡e Ges Z‡_ï
†MvcbxqZv K‡Vvifv‡e iÿv Kiv n‡e|
4. cÖkœgvjvwU c~i‡Y m‡e©v”P 15 wgwbU mgq jvM‡Z cv‡i| AbyMÖn K‡i cÖkœgvjvwU h_vh_fv‡e me©vwaK ¸iæZ¡ mnKv‡i c~iY K‡i Z_¨
msMÖnKvix/‡evW© cÖwZwbwai wbK‡U 23 Ryb 2016 Zvwi‡Li g‡a¨ ‡cuŠQv‡Z mnvqZv Kiæb|
5. M‡elYvq Avcbvi AskMÖnY cÖksmvi `vex iv‡L hv Avgv‡ì †`‡k GbwUwfwKDGd ev¯Íevq‡b mgv‡jvPbvg~jK Bmy¨¸wji Dci
Av‡jvKcvZ Ki‡e|
cÖkœgvjv c~i‡Yi mswÿß wb‡`©wkKv

 AbyMÖn K‡i h_vh_fv‡e wba©vwiZ ¯’v‡b ZvwiLmn ¯^vÿi Kiæb;
 cÖ‡hvR¨ †ÿ‡Î wUK () wPý w`b;
 cÖ‡hvR¨ †ÿ‡Î cÖ`Ë AKz‡ckb †KvW Ges GbwUwfwKDGd ‡j‡fj †KvW eënvi Kiæb;
 cÖ‡hvR¨ †ÿ‡Î cÖ`Ë m‡e©v”P wkÿvMZ †hvM¨Zv †KvW eënvi Kiæb;
 AbyMÖn K‡i cÖ‡hvR¨ †ÿ‡Î Avcbvi gZvgZ I KviYmg~n my¯úó I ms‡ÿ‡c wba©vwiZ ¯’v‡b wjwce× Kiæb;
abëv`v‡šÍ,
AvnevqK
M‡elYv I ÷vwW KwgwU
evsjv‡`k KvwiMwi wkÿv †evW©, XvKv|
MÖvRy‡q‡Ui ¯^xK…wZ Z_¨ msMÖvn‡Ki ¯^xK…wZ
Av‡jvP¨ M‡elYvi ¯^v‡_© Avwg, wb¤œ ¯^vÿiKvix †¯^”Qvq I ¯^Áv‡b Av‡jvP¨ M‡elYvi ¯^v‡_© Avwg, wb¤œ ¯^vÿiKvix †¯^”Qvq I ¯^Áv‡b
cÖ‡qvRbxq Z_¨ cÖ`v‡b m¤§wZ Ávcb KiwQ| Avwg AviI cÖZ¨qb KiwQ cÖ‡qvRbxq Z_¨ msMÖ‡n m¤§wZ Ávcb KiwQ| Avwg AviI cÖZ¨qb
†h, Avgvi cÖ`vbK„Z mKj Z_¨ mywbwðZfv‡e mwVK Ges Zv Avgvi KiwQ †h, Avgvi MÖnYK„Z mKj Z_¨ M‡elYv Kv‡R eënvi Kiv
†hvM¨Zv I AwfÁZvi h_v_© cÖwZdjb| n‡e Ges msM„nxZ mKj Z‡_ï †MvcbxqZv K‡Vvifv‡e iÿv Kiv
n‡e |
MÖvRy‡q‡Ui ¯^vÿi I ZvwiL Z_¨ msMÖvn‡Ki ¯^vÿi I ZvwiL
Matching of NTVQF Standard Qualification with the Occupations of Employment Market 1

cÖ‡hvR¨ †ÿ‡Î wUK () wPý w`b
1. MÖvRy‡q‡Ui bvg:__________________________________________________________________
2. wj½: 1) cyiæl  2) gwnjv 
3. eqm:____________________________________________________________________(eQi)
4. eZ©gvb Dc‡Rjv:_______________________ ‡Rjv:_________________________
wVKvbv: wefvM:_________________________ ‡gvevBj b¤î:____________________
5. AKz‡ckb †KvW, GbwUwfwKDGd ‡j‡fj †KvW Ges mb`vq‡bi eQi (GKvwaK DËi MÖnY‡hvM¨):
GbwUwfwKDGd ‡j‡fj
AKz‡ckb †KvW * mb`vq‡bi eQi
†KvW *
* cÖ‡hvR¨ †ÿ‡Î AKz‡ckb †KvW Ges GbwUwfwKDGd ‡j‡fj †KvW Gi Rb¨ wb‡Pi QK AbymiY Kiæb
AKz‡ck‡bi weeiY GbwUwfwKDGd ‡j‡f‡ji weeiY
bvg ‡KvW bvg ‡KvW
weDwU †Kqvi 115 wcÖ-‡fv‡Kkbvj-2 22
eøK evwUK GÛ ¯Œxb wcÖw›Us 116 GbwUwfwKDGd -1 23
B‡jKwUªK¨vj BÝU‡jkb GÛ †gBb‡U‡bÝ
117
(KÝUªvKkb)
cøvw¤^s 118
AvBwU mv‡cvU© 107
‡gvUi mvB‡Kj mvwf©wms 113
myBs †gwkb Acv‡ikb 114
‡UBjvwis GÛ †Wªm †gwKs 120
I‡qwìs 101
6. m‡e©v”P wkÿvMZ †hvM¨Zv:______________________________(wb‡Pi QK Abyhvqx mswkøó †KvW wjwce× Kiæb)
m‡e©v”P wkÿvMZ †hvM¨Zv ‡KvW √ m‡e©v”P wkÿvMZ †hvM¨Zv ‡KvW √
cÖvwZôvwbK wkÿv bvB 99 wW‡cøgv Bb BwÄwbqvwis 7
cÖv_wgK (5g †kÖwY ch©šÍ ) 1 weGmwm BwÄwbqvwis 8
Rywbqi(8g †kÖwY ch©šÍ) 2 weweG/weGmGm/weGmwm/weG/weKg 9
GmGmwm/`vwLj/mggvb 3 GgweG/GgGmGm/GgGmwm/GgG/GgKg 10
GmGmwm/`vwLj (†fv‡Kkbvj) 4 wcGBPwW 11
GBPGmwm/Avwjg/mggvb 5 Ab¨vb¨ (D‡jøL Kiæb):_____________ 98
GBPGmwm (†fv‡Kkbvj) 6
7. Avcwb AviwcGj mb`vq‡bi Z_¨wU wKfv‡e AeMZ n‡jb?
1) cwÎKvi weÁwß  2) AviwUI/AviwcGj †m›Uvi  3) evKvwk‡ev  4) †÷c(STEP)  5) BMET Gi cÖwZôvb  6)
DTE  7) NSDC  9) Avcbvi ZrKvwjb Kg©iZ cÖwZôvb  8) Ab¨ †Kvb Drm  ________(Dr‡mi bvg D‡jøL Kiæb)
8. AviwcGj A¨v‡mm‡g›U G AskMÖn‡bi c~‡e© Avcwb †Kvb Drm †_‡K G ‡hvM¨Zv ev Kw¤ú‡UÝx¸‡jv wk‡L‡Qb Ges AR©b K‡i‡Qb? 1)
bb-digvj †`vKvb/Iqv©Km‡c `xN©w`b KvR Ki‡Z Ki‡Z  2) digvj Kg©‡ÿ‡Î KvR Ki‡Z Ki‡Z  3) cÖPwjZ c×wZ‡Z
evKvwk‡ev A¨vwdwj‡q‡UW cÖwZôvb †_‡K cÖwkÿY wb‡q  4) cÖPwjZ c×wZ‡Z evKvwk‡ev bb-A¨vwdwj‡q‡UW cÖwZôvb †_‡K
cÖwkÿY wb‡q  5) wb‡qvMKvwi cÖwZôv†bi wbR¯^ cÖwkÿY ‡m›Uv‡i  6)we‡`‡k Kg©iZ Ae¯’vq  6) Ab¨ †Kvb Drm 
___________________________________(Dr‡mi bvg D‡jøL Kiæb)
9. Avcbvi Kg©ms¯’v‡bi eZ©gvb Ae¯’v Kx ? 1) PvKzix‡Z wb‡qvwRZ  2) AvZ¥-Kg©ms¯’v‡b wb‡qvwRZ  3) ‡eKvi 
10. hw` PvKzix‡Z wb‡qvwRZ nb Z‡e PvKzixi aiY: 1) c~Y©Kvjxb  2) LÛKvjxb  3) ‡gŠmygx 
11. hw` PvKzixiZ nb, Z‡e Avcbvi cÖwZôv‡bi aiY:
1) miKvwi  2) †emiKvwi  3) GbwRI  4) eûRvwZK †Kv¤úvbx 
12. hw` AvZ¥-Kg©ms¯’v‡b wb‡qvwRZ nb Z‡e Kg©ms¯’v‡bi aib D‡jøL Kiæb:
†m±i____________________ AKz‡ckb__________________ cèx____________________
13. hw` †eKvi nb Z‡e AbyMÖn c~e©K †eKvi‡Z¡i KviY D‡jøL Kiæb:
1. __________________________________________________________________________
2.__________________________________________________________________________
3.__________________________________________________________________________
14. Avcwb wK g‡b K‡ib †h, GbwUwfwKDGd †hvM¨Zv Avcbvi Kv‡Ri my‡hvM e„w× K‡i‡Q? 1) nu¨v  2) bv 
Occupations of
15. Avcwb hw` c~e© †_‡KB PvKzixRxwe nb Z‡e GbwUwfwKDGd †hvM¨Zv AR©‡bi ci Avcbvi c‡`vbœwZ n‡q‡Q wKbv?
1) nu¨v  2) bv 
Avcbvi DËi hw` bv nq Z‡e, KviY D‡jøL Kiæb:
1. __________________________________________________________________________
2.__________________________________________________________________________
3.__________________________________________________________________________
16. Avcwb hw` c~e© †_‡KB PvKzixRxwe nb Z‡e GbwUwfwKDGd †hvM¨Zv AR©‡bi ci Avcbvi ‡eZb fvZvw` e„w× †c‡q‡Q wKbv?
1) nu¨v  2) bv 
1. __________________________________________________________________________
2.__________________________________________________________________________
3.__________________________________________________________________________
17. Avcwb wK g‡b K‡ib †h, GbwUwfwKDGd †hvM¨Zv Kg©¯’‡j Avcbvi c‡`vbœwZ cÖvwßi my‡hvM e„w× K‡i‡Q? 1) nu¨v  2) bv 
18. GbwUwfwKDGd †hvM¨Zv AR©‡bi ci Avcwb wK D”PZi c‡` c‡`vbœwZ †c‡q‡Qb? 1) nu¨v  2) bv 
Avcbvi DËi hw` bv nq Z‡e, KviY¸wj D‡jøL Kiæb:
1. __________________________________________________________________________
2.__________________________________________________________________________
3.__________________________________________________________________________
19. GbwUwfwKDGd †hvM¨Zv Avcbvi DcvR©b e„w×‡Z mnvqK n‡q‡Q wKbv ? 1) nu¨v  2) bv 
20. GbwUwfwKDGd †hvM¨Zv AR©‡bi ci Avcbvi cvwievwiK I mvgvwRK gh©v`v e„w×‡Z †Kvb fzwgKv †i‡L‡Q wKbv?
1) nu¨v  2) bv 
21. GbwUwfwKDGd †hvM¨Zv AR©‡bi c~‡e© Avcbvi gvwmK Dcv©Rb KZ wQj? (evsjv‡`kx UvKvq):_____________(UvKv)
22. eZ©gv‡b Avcbvi gvwmK Dcv©Rb KZ? (evsjv‡`kx UvKvq):_________________________(UvKv)
23. Avcbvi •`wbK ‡ckvMZ Kg©N›Uv KZ? _____________________________________(N›Uv)
24. AbyMÖn K‡i wb‡Pi cÖ‡hvR¨ †ÿ‡Î wUK () wPý w`‡q Avcbvi gZvgZ e¨³ Kiæb-
(5-Amvavibfv‡e m¤§Z, 4-LyeB m¤§Z, 3-m¤§Z, 2-‡gvUvgywU m¤§Z, 1-m¤§Z bB)
mÿgZv wfwËK cÖwkÿY I g~j¨vqY (CBT&A) mb`vq‡bi ci- 5 4 3 2 1
K) DcvwR©Z Avw_©K myweav ev †eZb fvZvw`‡Z Avcwb mšyÍó
L) Kg©¯‡’ j Avcbvi Kvh© m¤úv`‡b Avcwb AwaKZi mšyÍó
M) Kg©¯‡’ j Avcbvi Kv‡R Avcbvi wb‡qvMKvwi KZ©…cÿ AwaKZi mšyÍó
N) Avcwb Avcbvi Kg©¯’‡ji Kg©cwi‡e‡k AwaKZi mšyÍó
O) Avcwb g‡b K‡ib †h, Avcbvi wb‡hvMKvwi cÖwZôv‡bi Rb¨ Avcwb Acwinvh©
P) Avcwb eZ©gv‡b Kg©iZ cÖwZôvb cwieZ©‡b AvMÖnx
Q) eZ©gvb †ckvi mv‡_ Avcbvi GbwUwfwKDGd †hvM¨Zv msMwZc~Y©
25. Avcwb GbwUwfwKDGd Gi cieZx© ¯Í‡ii mb` AR©‡bi cÖ‡qvRb‡eva K‡ib wK bv? 1) nu¨v  2) bv 
26. Avcwb Kx Avcbvi eZ©gvb AKz‡ckb/‡ckv cwieZ©b Ki‡Z Pvb? 1) nu¨v  2) bv 
hw` Avcbvi DËi nu¨v nq Z‡e ¯^c‡ÿ h_v_© KviY¸wj D‡jøL Kiæb:
1. __________________________________________________________________________
2.__________________________________________________________________________
3.__________________________________________________________________________
Kg©‡ÿ‡Îi Pvwn`v †gvZv‡eK hy‡Mvc‡hvMx gvb m¤^Z Rbej Dbœq‡b- 5 4 3 2 1
K) MZvbyMwZK cÖwkÿY c×wZi †P‡q wmwewUGÛG c×wZ AwaKZi Dc‡hvMx
L) AKz‡ckb I ÷vÛvW©mgyn evRvi Pvwn`vi mv‡_ msMwZc~Y©
M) ÷vÛvW©mgy‡n Ávb, `ÿZv I BwZevPK `„wófw½i mg¤^q Av‡Q
N) wmwewUGÛG c×wZ‡Z cÖwkÿY †Wwjfvwi MZvbyMwZK c×wZi †P‡q AwaKZi Kvh©Kwi
O) MZvbyMwZK cixÿv c×wZi †P‡q wmwewUGÛG Gi A¨v‡mm‡g›U I gwbUwis eë¯’v AwaKZi Kvh©Ki
28. AbyMÖn c~e©K GbwUwfwKDGd ev¯Íevq‡b Bm~¨ I P¨v‡jÄmgyn Ges Zv D‡Ëvi‡Y Avcbvi gZvgZ cÖ`vb
Kiæb:________________________________________________________________________________
____________________________________________________________________
Annexure-7: Questionnaire for graduate RTO
AvBwW bs (Awdm KZ…©K c~iYxq) G_RTO/3

MÖvRy‡qU (AviwUI) Gi Rb¨ cÖ‡hvR¨
mvaviY Z_¨
eënvi Kiv n‡e|
3. Avcwb 2012-2015 mv‡ji g‡a¨ cÖwkÿY I mb`cÖvß MÖvRy‡qU‡ì ga¨ †_‡K ‰èPwqZ bgybvqb (Random Sampling)
c×wZ‡Z wbe©vwPZ n‡q‡Qb| Avcwb †Kvbµ‡gB Avcbvi bv‡g wPwýZ n‡eb bv| Avcbvi cÖ`Ë mKj Z_¨ M‡elYv Kv‡R eënvi Kiv
n‡e Ges Z‡_ï †MvcbxqZv K‡Vvifv‡e iÿv Kiv n‡e|
Av‡jvKcvZ Ki‡e|

abëv`v‡šÍ,
AvnevqK
MÖvRy‡q‡Ui ¯^xK…wZ Z_¨ msMÖvn‡Ki ¯^xK…wZ

n‡e |
MÖvRy‡q‡Ui ¯^vÿi I ZvwiL Z_¨ msMÖvn‡Ki ¯^vÿi I ZvwiL
Occupations of
1. MÖvRy‡q‡Ui bvg:__________________________________________________________________
3. eqm:____________________________________________________________________(eQi)
4. eZ©gvb Dc‡Rjv:_______________________ ‡Rjv:_________________________
wVKvbv: wefvM:_________________________ ‡gvevBj b¤î:____________________
†KvW *
‡ewKs (†eªW GÛ we¯‹zU) 104 GbwUwfwKDGd -1 23
B‡jKwUªK¨vj BÝU‡jkb GÛ †gBb‡U‡bÝ 103 GbwUwfwKDGd -2 24
B‡jKwUªK¨vj BÝU‡jkb GÛ †gBb‡U‡bÝ
117
(KÝUªvKkb)
wdwUs 102
dzW cÖ‡mwms GÛ †KvqvwjwU K‡›Uªvj 105
MÖvwdK wWRvBb 109
‡gwkb Acv‡ikb (dzUIq¨vi) 110
‡iwd«Rv‡ikb GÛ Gqvi KwÛkwbs 125
I‡qe wWRvBb 108
I‡qwìs 101
cÖvwZôvwbK wkÿv bvB 99 wW‡cøgv Bb BwÄwbqvwis 7
cÖv_wgK (5g †kÖwY ch©šÍ ) 1 weGmwm BwÄwbqvwis 8
Rywbqi(8g †kÖwY ch©šÍ) 2 weweG/weGmGm/weGmwm/weG/weKg 9
GmGmwm/`vwLj/mggvb 3 GgweG/GgGmGm/GgGmwm/GgG/GgKg 10
GmGmwm/`vwLj (†fv‡Kkbvj) 4 wcGBPwW 11
GBPGmwm/Avwjg/mggvb 5 Ab¨vb¨ (D‡jøL Kiæb):_____________ 98
GBPGmwm (†fv‡Kkbvj) 6
7. Kg©ms¯’v‡bi Ae¯’v: 1) PvKzix‡Z wb‡qvwRZ  2) AvZ¥-Kg©ms¯’v‡b wb‡qvwRZ  3) ‡eKvi 
8. hw` PvKzix‡Z wb‡qvwRZ nb Z‡e PvKzixi aiY: 1) c~Y©Kvjxb  2) LÛKvjxb  3) ‡gŠmygx 
9. hw` PvKzixiZ nb, Z‡e Avcbvi cÖwZôv‡bi aiY: 1) miKvwi  2) †emiKvwi  3) GbwRI  4) eûRvwZK †Kv¤úvbx 
10. hw` PvKzix‡Z wb‡qvwRZ _v‡Kb Z‡e Avcbvi cÖ_g PvKzix cÖvwßi mgq:
µwgK bs cÖ_g PvKzix cÖvwßi mgq √ cÖ_g PvKzix cÖvwßi eQi
1 GbwUwfwKDGd mb`vq‡bi c~‡e©
2 cÖwkÿbKvjxb
3 GbwUwfwKDGd mb`vq‡bi 0-6 gv‡mi g‡a¨
4 GbwUwfwKDGd mb`vq‡bi 7-12 gv‡mi g‡a¨
5 GbwUwfwKDGd mb`vq‡bi 12 gv‡mi AaxK mgq ci
11. hw` AvZ¥-Kg©ms¯’v‡b wb‡qvwRZ nb Z‡e Kg©ms¯’v‡bi aiY D‡jøL Kiæb:
†m±i____________________ AKz‡ckb__________________ cèx____________________
12. hw` †eKvi nb Z‡e AbyMÖn c~e©K †eKvi‡Z¡i mywbw`ó KviYmg~n D‡jøL Kiæb:
1. __________________________________________________________________________
2.__________________________________________________________________________
3.__________________________________________________________________________
13. Avcwb wK g‡b K‡ib †h, GbwUwfwKDGd †hvM¨Zv Avcbvi Kg©ms¯’vb jv‡fi my‡hvM e„w× K‡i‡Q?
1) nu¨v  2) bv 
14. Avcwb hw` c~e© †_‡KB PvKzixRxwe nb Z‡e GbwUwfwKDGd †hvM¨Zv AR©‡bi ci Avcbvi c‡`vbœwZ n‡q‡Q wKbv?
1) nu¨v  2) bv 
1. __________________________________________________________________________
2.__________________________________________________________________________
3.__________________________________________________________________________
15. Avcwb hw` c~e© †_‡KB PvKzixRxwe nb Z‡e GbwUwfwKDGd †hvM¨Zv AR©‡bi ci Avcbvi ‡eZb fvZvw` e„w× †c‡q‡Q wKbv?
1) nu¨v  2) bv 
1. __________________________________________________________________________
2.__________________________________________________________________________
3.__________________________________________________________________________
16. GbwUwfwKDGd †hvM¨Zv Avcbvi evowZ DcvR©‡b mnvqK n‡q‡Q wKbv ?
1) nu¨v  2) bv 
17. GbwUwfwKDGd †hvM¨Zv AR©‡bi c~‡e© Avcbvi gvwmK Dcv©Rb KZ wQj? (evsjv‡`kx UvKvq):_____________(UvKv)
18. eZ©gv‡b Avcbvi gvwmK Dcv©Rb KZ? (evsjv‡`kx UvKvq):_________________________(UvKv)
19. Avcbvi •`wbK ‡ckvMZ Kg©N›Uv KZ? _____________________________________(N›Uv)
20. Avcwb GbwUwfwKDGd Gi cieZx© ¯Í‡ii mb` AR©‡bi cÖ‡qvRb‡eva K‡ib wK bv? 1) nu¨v 2) bv 
mÿgZv wfwËK cÖwkÿY I g~j¨vqY (CBT&A) mb`vq‡bi ci- 5 4 3 2 1
K) DcvwR©Z Avw_©K myweav ev †eZb fvZvw`‡Z Avcwb mšyÍó
L) Kg©¯‡’ j Avcbvi Kvh© m¤úv`‡b Avcwb AwaKZi mšyÍó
M) Kg©¯‡’ j Avcbvi Kv‡R Avcbvi wb‡qvMKvwi KZ…cÿ AwaKZi mšyÍó
N) Avcwb Avcbvi Kg©¯’‡ji Kg©cwi‡e‡k AwaKZi mšyÍó
O) Avcwb g‡b K‡ib †h, Avcbvi wb‡hvMKvwi cÖwZôv‡bi Rb¨ Avcwb Acwinvh©
P) Avcwb eZ©gv‡b Kg©iZ cÖwZôvb cwieZ©‡b AvMÖnx
Q) eZ©gvb †ckvi mv‡_ Avcbvi GbwUwfwKDGd †hvM¨Zv msMwZc~Y©
22. Avcwb Kx Avcbvi eZ©gvb AKz‡ckb/‡ckv cwieZ©b Ki‡Z Pvb? 1) nu¨v  2) bv 
hw` Avcbvi DËi nu¨v nq Z‡e ¯^c‡ÿ h_v_© KviY¸wj D‡jøL Kiæb:
1. __________________________________________________________________________
2.___________________________________________________________________________
3.__________________________________________________________________________
Kg©‡ÿ‡Îi Pvwn`v †gvZv‡eK hy‡Mvc‡hvMx gvb m¤^Z Rbej Dbœq‡b 5 4 3 2 1
O) MZvbyMwZK cixÿv c×wZi †P‡q wmwewUGÛG Gi A¨v‡mm‡g›U I gwbUwis eë¯’v AwaKZi Kvh©Ki
Kiæb:________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
________________________________________
Occupations of
Annexure-8: Questionnaire for industry assessor
AvBwW bs (Awdm KZ…©K c~iYxq) G_IA/1

BÛvw÷ª A¨v‡mm‡ii Rb¨ cÖ‡hvR¨
mvaviY Z_¨
1. Av‡jvP¨ M‡elYvq GbwUwfwKDGd mb`cÖvß MÖvRy‡qU wn‡m‡e BÛvw÷ª A¨v‡mmi, wUPvi GÛ †UªBbvi, MÖvRy‡qU (AviwUI), Ges MÖvRy‡qU
eënvi Kiv n‡e|
3. Avcwb 2012-2015 mv‡ji g‡a¨ mb`cÖvß BÛvw÷ª A¨v‡mmi‡ì ga¨ †_‡K ‰èPwqZ bgybvqb (Random Sampling) c×wZ‡Z
wbe©vwPZ n‡q‡Qb| Avcwb †Kvbµ‡gB Avcbvi bv‡g wPwýZ n‡eb bv| Avcbvi cÖ`Ë mKj Z_¨ M‡elYv Kv‡R eënvi Kiv n‡e Ges
Z‡_ï †MvcbxqZv K‡Vvifv‡e iÿv Kiv n‡e|
Av‡jvKcvZ Ki‡e|

abëv`v‡šÍ,
AvnevqK
BÛvw÷ª A¨v‡mm‡ii ¯^xK…wZ Z_¨ msMÖvn‡Ki ¯^xK…wZ

n‡e |
BÛvw÷ª A¨v‡mm‡ii ¯^vÿi I ZvwiL Z_¨ msMÖvn‡Ki ¯^vÿi I ZvwiL

1. BÛvw÷ª A¨v‡mm‡ii bvg:_____________________________________________________________
3. eqm:____________________________________________________________________(eQi)
4. Dc‡Rjv:__________________________ ‡Rjv:____________________________
eZ©gvb wVKvbv: wefvM:____________________________ ‡gvevBj b¤î:_______________________
†KvW *
‡ewKs (†eªW GÛ we¯‹zU) 104 wcÖ-‡fv‡Kkbvj-2 22
weDwU †Kqvi 115 GbwUwfwKDGd -1 23
eøK evwUK GÛ ¯Œxb wcÖw›Us 116 GbwUwfwKDGd -2 24
KzwKs 133 GbwUwfwKDGd -3 25
B‡jKwUªK¨vj BÝU‡jkb GÛ †gBb‡U‡bÝ 103 Gbwm-4 (SOA) 30
B‡jKwUªK¨vj BÝU‡jkb GÛ †gBb‡U‡bÝ (KÝUªvKkb) 117
wdwUs 102
dzW I †efv‡iR mvwf©wms 135
MÖvwdK wWRvBb 109
nvDR Kxwcs 134
cøvw¤^s 118
‡mvjvi B‡jKwUªK¨vj wm‡÷g 119
‡UBjvwis GÛ †Wªm †gwKs 120
Uzï MvBwWs 136
I‡qe wWRvBb 108
I‡qwìs 101
GmGmwm/`vwLj/mggvb 10 weGmwm BwÄwbqvwis 15
GmGmwm/`vwLj (†fv‡Kkbvj) 11 weweG/weGmGm/weGmwm/weG/weKg 16
GBPGmwm/Avwjg/mggvb 12 GgweG/GgGmGm/GgGmwm/GgG/GgKg 17
GBPGmwm (†fv‡Kkbvj) 13 wcGBPwW 18
wW‡cøgv Bb BwÄwbqvwis 14 Ab¨vb¨ (D‡jøL Kiæb):___________ 98
7. Kg©ms¯’v‡bi Ae¯’v: 1) PvKzix‡Z wb‡qvwRZ  2) AvZ¥-Kg©ms¯’v‡b wb‡qvwRZ  3) ‡eKvi/PvKzix‡Z wbhy³ bb 
8. hw` PvKzix‡Z wb‡qvwRZ nb Z‡e PvKzixi aiY: 1) c~Y©Kvjxb  2) LÛKvjxb 
9. hw` PvKzixiZ nb, Z‡e Avcbvi cÖwZôv‡bi aiY: 1) miKvwi  2) †emiKvwi  3) GbwRI 
10. hw` AvZ¥-Kg©ms¯’v‡b wb‡qvwRZ nb Z‡e Kg©ms¯’v‡bi aib D‡jøL Kiæb:
†m±i____________________ AKz‡ckb_____________ cèx___________
____ _______
11. Avcwb wK g‡b K‡ib †h, GbwUwfwKDGd †hvM¨Zv Avcbvi Kv‡Ri my‡hvM e„w× K‡i‡Q?
1) nu¨v  2) bv 

Occupations of
12. Avcwb wK g‡b K‡ib †h, GbwUwfwKDGd †hvM¨Zv Avcbvi Kv‡Ri `ÿZv e„w× K‡i‡Q?
1) nu¨v  2) bv 
13. Avcwb wK g‡b K‡ib †h, GbwUwfwKDGd †hvM¨Zv Avcbvi DcvR©b e„w×‡Z mnvqK n‡q‡Q? 1) nu¨v  2) bv 
14. GbwUwfwKDGd Gi cieZx© ¯Í‡ii mb` AR©b Avcbvi Rb¨ cÖ‡qvRb wK bv? 1) nu¨v  2) bv 
15. eZ©gvb †ckvi mv‡_ Avcbvi GbwUwfwKDGd †hvM¨Zv msMwZc~Y© wKbv ?
1) Amvavib msMwZc~Y© 2) LyeB msMwZc~Y© 3) msMwZc~Y©? 4) ‡gvUvgywU msMwZc~Y© 5) ‡gv‡UI msMwZc~Y© bq
16. A¨v‡mm‡g›U Kvh©µg cwiPvjbvi mgq Avcbvi AKz‡ck‡bi ‡Kvb Kw¤ú‡UÝx we‡qvRb ev bZzb Kw¤ú‡UÝx ms‡hvRb wKsiv wewfbœ †j‡f‡j
Kw¤ú‡UÝx c~btweb¨v‡mi cÖ‡qvRb†eva K‡i‡Qb wKbv? 1) nu¨v  2) bv
Avcbvi DËi hw` nu¨v nq Z‡e, wb‡Pi †KvbwU cÖ‡hvR¨-
1) Kw¤ú‡UÝx we‡qvRb  2) bZzb Kw¤ú‡UÝx ms‡hvRb  3) GbwUwfwKDGd †j‡f‡j Kw¤ú‡UÝx c~btweb¨vm 
cÖ‡hvR¨ †ÿ‡Îi Rb¨ KviY D‡jøL Kiæb:
1. __________________________________________________________________________
2.___________________________________________________________________________
3.__________________________________________________________________________
K) MZvbyMwZK cixÿv c×wZi †P‡q wmwewUGÛG A¨v‡mm‡g›U c×wZ AwaKZi Dc‡hvMx?
L) MZvbyMwZK ZvwZ¡K I eënvwiK cÖkgœ vjvi †P‡q wmwewUGÛG Gi G‡mm‡g›U Uzjm AwaKZi Dc‡hvMx?
M) eëüZ A¨v‡mm‡g›U Uzjm Kw¤ú‡UwÝ ÷¨vÛvm© Gi mv‡_ msMwZc~Y© wQj
N) A¨v‡mm‡g‡›Ui Rb¨ wba©vwiZ mgqKvj (N›Uv) mwVK wQj
18. AbyMÖn K‡i cÖ‡hvR¨ †ÿ‡Î wUK () wPý w`‡q Avcbvi gZvgZ e¨³ Kiæb:
KvwiMwi wkÿvq mÿgZv wfwËK cÖwkÿY I g~j¨vqY (CBT&A) c×wZ‡Z A¨v‡mm‡g›U Kvh©µg cwiPvjbvq- 5 4 3 2 1
K) Avcbvi wb‡qvMKvix KZ…©c‡ÿi mn‡hvwMZv I c~Y© mg_©b †c‡q‡Qb
L) A¨v‡mm‡g›U †m›Uvi KZ…©c‡ÿi mn‡hvwMZv †c‡qwQ‡jb
M) evsjv‡`k KvwiMwi wkÿv †ev‡W©i A¨v‡mmi wnmv‡e wb‡qvM mwVK mg‡q AeMZ n‡q‡Qb
N) evsjv‡`k KvwiMwi wkÿv †ev‡W©i cÖwZwbwai mn‡hvwMZv I c~Y©mg_©b †c‡q‡Qb
O) A¨v‡mm‡g›U †m›Uv‡ii ‡gwkb, Uzjm, BKzBc‡g›U I Ab¨vb¨ Av‡qvRb mvwe©Kfv‡e fvj wQj
Kiæb:____________________________________________________________________________________
________________________________________________________________________________________
________________________________________________________________________________________
________________________________________________________________________________________
________________________________________________________________________________________
________________
Annexure-9: Questionnaire for teacher/trainer
AvBwW bs (Awdm KZ…©K c~iYxq) G_TT/2

msMÖ‡ni cÖkg
œ vjv
GbwUwfwKDGd mb`cÖvß wkÿK/cÖwkÿ‡Ki Rb¨ cÖ‡hvR¨
mvaviY Z_¨
eënvi Kiv n‡e|
3. Avcwb 2012-2015 mv‡ji g‡a¨ mb`cÖvß BÛvw÷ª A¨v‡mmi‡ì ga¨ †_‡K ‰èPwqZ bgybvqb (Random Sampling) c×wZ‡Z
wbe©vwPZ n‡q‡Qb| Avcwb †Kvbµ‡gB Avcbvi bv‡g wPwýZ n‡eb bv| Avcbvi cÖ`Ë mKj Z_¨ M‡elYv Kv‡R eënvi Kiv n‡e Ges
Z‡_ï †MvcbxqZv K‡Vvifv‡e iÿv Kiv n‡e|
Av‡jvKcvZ Ki‡e|

abëv`v‡šÍ,
AvnevqK
wkÿK/cÖwkÿ‡Ki ¯^xK…wZ Z_¨ msMÖvn‡Ki ¯^xK…wZ

n‡e |
wkÿK/cÖwkÿ‡Ki ¯^vÿi I ZvwiL Z_¨ msMÖvn‡Ki ¯^vÿi I ZvwiL

Occupations of
msMÖ‡ni cÖkg
œ vjv
1. wkÿK/cÖwkÿ‡Ki bvg:______________________________________________________________
3. eqm:____________________________________________________________________(eQi)
4. Dc‡Rjv:__________________________ ‡Rjv:____________________________
eZ©gvb wVKvbv: wefvM:____________________________ ‡gvevBj b¤î:_______________________
†KvW *
B‡jKwUªK¨vj BÝU‡jkb GÛ †gBb‡U‡bÝ 25
117 GbwUwfwKDGd -3
(KÝUªvKkb)
wdwUs 102 Gbwm-4 29
dzW I †efv‡iR mvwf©wms 135
dzW c¨v‡KwRs 106
MÖvwdK wWRvBb 109
nvDR Kxwcs 134
‡gwkb kc cÖvKwUm 147
cøvw¤^s 118
Uzï MvBwWs 136
I‡qe wWRvBb 108
I‡qwìs 101
6. m‡e©v”P wkÿvMZ †hvM¨Zv:_______________________________(wb‡Pi QK Abyhvqx mswkøó †KvW wjwce× Kiæb)
GmGmwm/`vwLj/mggvb 10 weGmwm BwÄwbqvwis 15
GmGmwm/`vwLj (†fv‡Kkbvj) 11 weweG/weGmGm/weGmwm/weG/weKg 16
GBPGmwm/Avwjg/mggvb 12 GgweG/GgGmGm/GgGmwm/GgG/GgKg 17
GBPGmwm (†fv‡Kkbvj) 13 wcGBPwW 18
wW‡cøgv Bb BwÄwbqvwis 14 Ab¨vb¨ (D‡jøL Kiæb):____________________ 98
7. Kg©ms¯’v‡bi Ae¯’v:
1) PvKzix‡Z wb‡qvwRZ  2) AvZ¥-Kg©ms¯’v‡b wb‡qvwRZ  3) ‡eKvi/PvKzix‡Z wbhy³ bb 
8. hw` PvKzix‡Z wb‡qvwRZ nb Z‡e PvKzixi aiY: 1) c~Y©Kvjxb  2) LÛKvjxb 
9. hw` PvKzixiZ nb, Z‡e Avcbvi cÖwZôv‡bi aiY: 1) miKvwi  2) †emiKvwi  3) GbwRI 
10. hw` AvZ¥-Kg©ms¯’v‡b wb‡qvwRZ nb Z‡e Kg©ms¯’v‡bi aiY D‡jøL Kiæb:
†m±i____________________ AKz‡ckb________________ cèx_________________
11. Avcwb wK g‡b K‡ib †h, GbwUwfwKDGd †hvM¨Zv Avcbvi Kv‡Ri my‡hvM e„w× K‡i‡Q?
1) nu¨v  2) bv 

12. Avcwb wK g‡b K‡ib †h, GbwUwfwKDGd †hvM¨Zv Avcbvi Kv‡Ri `ÿZv e„w× K‡i‡Q?
1) nu¨v  2) bv 
13. Avcwb wK g‡b K‡ib †h, GbwUwfwKDGd †hvM¨Zv Kg©¯’‡j Avcbvi c‡`vbœwZ cÖvwßi my‡hvM e„w× K‡i‡Q?
1) nu¨v  2) bv 
14. Avcwb wK g‡b K‡ib †h, GbwUwfwKDGd †hvM¨Zv Avcbvi DcvR©b e„w×‡Z mnvqK n‡q‡Q?
1) nu¨v  2) bv 
15. eZ©gvb MÖnbK…Z †gvU Avw_©K myweav ev †eZb-fvZvw` (evsjv‡`kx UvKvq cÖwZ gv‡m): _________________ (UvKv)
16. Avcbvi •`wbK ‡ckvMZ Kg©N›Uv:___________________________________________________(N›Uvq)
17. eZ©gvb †ckvi mv‡_ Avcbvi GbwUwfwKDGd †hvM¨Zv msMwZc~Y© wKbv ?
1) Amvavib msMwZc~Y© 2) LyeB msMwZc~Y© 3) msMwZc~Y© 4) ‡gvUvgywU msMwZc~Y© 4) ‡gv‡UI msMwZc~Y© bq
18. GbwUwfwKDGd Gi cieZx© ¯Í‡ii mb` AR©b Avcwb cÖ‡qvRb‡eva K‡ib wK bv?
1) nu¨v  2) bv 
19. cÖwkÿY cwiPvjbvi mgq Avcbvi AKz‡ck‡bi ‡Kvb Kw¤ú‡UÝx we‡qvRb ev bZzb Kw¤ú‡UÝx ms‡hvRb wKsev wewfbœ †j‡f‡j Kw¤ú‡UÝx
c~btweb¨v‡mi cÖ‡qvRb†eva K‡i‡Qb wKbv?
1) nu¨v  2) bv 
Avcbvi DËi hw` nu¨v nq Z‡e, wb‡Pi †KvbwU cÖ‡hvR¨-

1) Kw¤ú‡UÝx we‡qvRb  2) bZzb Kw¤ú‡UÝx ms‡hvRb  3) GbwUwfwKDGd †j‡f‡j Kw¤ú‡UÝx c~btweb¨vm 
cÖ‡hvR¨ †ÿ‡Îi Rb¨ KviY D‡jøL Kiæb:

1. __________________________________________________________________________
2.___________________________________________________________________________
3.__________________________________________________________________________
20. `qv K‡i wb‡Pi cÖ‡hvR¨ †ÿ‡Î wUK () wPý w`‡q Avcbvi gZvgZ e¨³ Kiæb-
O) MZvbyMwZK avivevwnK cvV g~j¨vq‡bi †P‡q wmwewUGÛG Gi di‡gwUf A¨v‡mm‡g›U I gwbUwis eë¯’v
AwaKZi Kvh©Ki
P) Avcbvi cÖwZôv‡b wmwewUGÛG cÖwkÿY Kw¤ú‡UwÝ ÷¨vÛvW© Abymib K‡i m¤úbœ Kiv nq
Q) GbwUwfwKDGd ev¯Íevq‡b Avcwb cÖwkÿY cÖwZôvb KZ…©c‡ÿi mn‡hvwMZv I mg_©b eiviiB ‡c‡q
_v‡Kb
R) Kw¤ú‡UwÝ †Wwjfvwii Rb¨ wba©vwiZ bwgbvj AvIqvi ev mgqKvj mwVK wQj
Kiæb:__________________________________________________________________________________
______________________________________________________________________________________
______________________________________________________________________________________
______________________________________________________________________________________
______________________________________________________________________________________
______________________________________________________________________________________
________________
Q u a l i f i c a t i oMatching e NTVQF Standard Qualification with the Occupations of Employment Market 12
n w i t h t hof
Occupations of
Annexure-10: Questionnaire for employer
AvBwW bs (Awdm KZ…©K c~iYxq) EMP/5

PvKzix`vZvi Rb¨ cÖ‡hvR¨
mvaviY Z_¨
Avcbvi wkí KviLvbv/cÖwZôv‡bi Pvwn`v †gvZv‡eK h_vh_ Kg©‡hvM¨Zv Ges mšyÍwó AR©Y K‡i‡Qb wK bv Zv wbY©‡qi gva¨‡g GbwUwfwKDGd
÷¨vÛvW© †Kvqvwjwd‡Kkb eZ©gvb Kg©‡ÿ‡Î KZLvwb wgj n‡q‡Q Zv hvPvB Kiv Av‡jvP¨ M‡elYvi g~j welq| D³ M‡elYvq GKRb PvKzix`vZv I
Z_¨cÖ`vYKvix wn‡m‡e Avcbvi g~jëvb AskMÖnY‡K evsjv‡`k KvwiMwi wkÿv †evW© K…ZÁwP‡Ë mvayev` Rvbvq| cÖkœcÎwU c~i‡Yi c~‡e© wba©vwiZ
wb‡`©wkKv AbymiY Kivi Rb¨ Aby‡iva Kiv nj|
1. Av‡jvP¨ M‡elYvq GbwUwfwKDGd mb`cÖvß MÖvRy‡qU wn‡m‡e BÛvw÷ª A¨v‡mmi, wUPvi GÛ †UªBbvi, MÖvRy‡qU (AviwUI), Ges MÖvRy‡qU
eënvi Kiv n‡e|
3. Avcwb m¤§vwbZ PvKzix`vZvM‡Yi ga¨ †_‡K ‰èPwqZ bgybvqb (Random Sampling) c×wZ‡Z wbe©vwPZ n‡q‡Qb| Avcwb
†Kvbµ‡gB Avcbvi bv‡g wPwýZ n‡eb bv| Avcbvi cÖ`Ë mKj Z_¨ M‡elYv Kv‡R eënvi Kiv n‡e Ges Z‡_ï †MvcbxqZv
K‡Vvifv‡e iÿv Kiv n‡e|
Av‡jvKcvZ Ki‡e|

abëv`v‡šÍ,
AvnevqK
Z_¨ cÖ`vYKvixi ¯^xK…wZ Z_¨ msMÖvn‡Ki ¯^xK…wZ

†h, Avgvi cÖ`vbK„Z mKj Z_¨ mywbwðZfv‡e mwVK Ges Zv Avgvi I KiwQ †h, Avgvi MÖnYK„Z mKj Z_¨ M‡elYv Kv‡R eënvi Kiv
Avgvi cÖwZôv‡bi †hvM¨Zv I AwfÁZvi h_v_© cÖwZdjb| n‡e Ges msM„nxZ mKj Z‡_ï †MvcbxqZv K‡Vvifv‡e iÿv Kiv
n‡e |
Z_¨ cÖ`vYKvixi ¯^vÿi I ZvwiL Z_¨ msMÖvn‡Ki ¯^vÿi I ZvwiL

msMÖ‡ni cÖkg
œ vjv

1. Z_¨ cÖ`vYKvixi bvg:______________________________________________________________
2. Z_¨ cÖ`vYKvixi cèx:______________________ Z_¨ cÖ`vYKvixi ‡gvevBj b¤î:_________________
4. eqm:____________________________________________________________________(eQi)
5. cÖwZôv‡bi bvg:__________________________________________________________________
6. cÖwZôv‡bi aiY: 1) miKvwi  2) †emiKvwi  3) GbwRI 
7. wkí KviLvbvi aiY: 1) eo  2) gvSvwi  3) ‡QvU 
8. eZ©gvb wVKvbv: Dc‡Rjv:__________________________ ‡Rjv:____________________________
wefvM:____________________________ ‡dvb b¤î:_________________________
B-‡gBj:__________________________ I‡qe mvBU:________________________
9. Avcbvi cÖwZôv‡bi Rbej KvVv‡gv msµvšÍ Z_¨:
wb‡qvMK…Z Rbej (msL¨v)
Rbe‡ji aiY m„ó c` (msL¨v)
‡gvU cyiæl gwnjv
eë¯’vcbv ch©vq
ga¨g ch©vq
`ÿ Kg©x
Avav `ÿ Kg©x
A`ÿ Kg©x
Ab¨vb¨
‡gvU
10. AbyMÖn K‡i cÖ‡hvR¨ †ÿ‡Î wUK () wPý w`‡q Avcbvi gZvgZ e¨³ Kiæb-
(5-Amvavibfv‡e m¤§Z, 4- LyeB m¤§Z 3- m¤§Z, 2-‡gvUvgywU m¤§Z 1- m¤§Z bB)
RvZxq KvwiMwi I e„wËg~jK †hvM¨Zv KvVv‡gv (NTVQF)- 5 4 3 2 1
K) m¤ú‡K© Avcbvi avibv my¯úó
L) Gi D‡Ïk¨mgyn Avcwb cy‡ivcywi AeMZ
M) G †hvM¨Zv KvVv‡gv (NTVQF) wU RvZxq `ÿZv AR©‡bi m‡e©vËg eë¯’v
N) GbwUwfwKDGd †hvM¨Zvm¤úbœ Kg©x Ab¨vb¨ Kg©xi †P‡q AwaKZi `ÿZv m¤úbœ nq
O) GbwUwfwKDGd †hvM¨Zvm¤úbœ Kg©x Ab¨vb¨ Kg©xi †P‡q AwaKZi Drcv`bkxj nq
P) GbwUwfwKDGd †hvM¨Zvm¤úbœ Kg©xi Pvwn`v ZzjbvgyjKfv‡e †ekx
11. Avcwb wK Avcbvi cÖwZôv‡b GbwUwfwKDGd †hvM¨Zv m¤úbœ mb`cÖvß Kg©x wb‡qvM K‡i‡Qb?
1) nu¨v  2) bv 
K) Avcbvi DËi nu¨v n‡j, wb‡Pi QKwU c~ib Kiyb (GKvwaK DËi MÖnY‡hvM¨):
GbwUwfwKDGd mb`cÖvß wb‡qvMK…Z Kg©x
AKz‡ckb †KvW * ‡j‡fj †KvW *
‡gvU cyiæl gwnjv
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Annexure-11: Guidelines for data collection
Guidelines for the Industry Assessor Questionnaire
General Guidelines
1. Please read the general information on page 1. It will clarify the objective of the study, who is interviewed, end result
of the study, approximate time for filling up the questionnaire, and the date to send the filled up questionnaire to the
authority.
2. Brief instructions:
a. Consent is required from you and the industry assessor. After having consent, you need to put sign on the
designated place and take sign from the industry assessor (This definitely should be done before starting the
questionnaire).
b. Please put TICK MARK on the appropriate place where necessary.
c. You need to use occupation, NTVQF level, and education code somewhere in the questionnaire.
d. Give your opinion if necessary.
3. Please have a look at the top of the page one. This identity number (IdNo) is applied to each individual industry assessor.
You should not write down anything here. This will be filled up by the office once the questionnaire is returned back.
Specific Guidelines for Filling UP the Questionnaire

1. For question 1, write down the full name of the industry assessor with clear hand writing.
2. For question 2, put TICK MARK on the appropriate box.
3. For question 3, write full years of age. For example, if someone reports 36 years and 7 months, you should report 37.
But if reports 36 years and 5 months, you should report 36.
4. For question 4, write down the current address including mobile number. If someone is not willing to give his/her
mobile number, don’t create any pressure. Rather you tell him/her that it will not be used for any other purpose. It
might be used to contact you if any further information is required or edition/correction is required for your provided
information.
5. For question 5, please write down the codes of occupation and NTVQF level in the respective places. Note that you
should not write down their respective names. Here multiple answers may be applied for those who received training
and certification for multiple occupation and NTVQF level. Please write down the year of certification. For example,
2014.
6. For question 6, write down the education code in the appropriate place. For others, you must specify the level of
education. For example, if someone who pass the class three, write class three in the category of others education and
put code 98 in the appropriate place.
7. For question 7, put TICK MARK in the appropriate box.
8. For question 8, put TICK MARK in the appropriate box if answer is 1 for the question number 7.
10. For question 10, write down the name of the sector, use occupation code and write down the name of the designation if
answer is 2 for the question number 7.
16. Question 16 consists of three parts. First put TICK MARK in the appropriate box. If answer is YES, then you need to go
to other two parts. If answer is NO, skip the other two parts of the question 16. For the second part, put TICK MARK
if answer is 1 for the first part. For the third part, you could mention the specific causes the respondent mention about
part two.
17. For question 17, put TICK MARK in the appropriate place of the table.
19. For question 19, there are two sections: challenges and the way out. Please be aware of writing this. You should write
in a disaggregate way. First, the challenges and the second, the way out.
Occupations of
Guidelines for the Teacher/Trainer Questionnaire
General Guidelines
authority.
a. Consent is required from you and the teacher/trainer. After having consent, you need to put sign on the designated
place and take sign from the teacher/trainer (This definitely should be done before starting the questionnaire).
3. Please have a look at the top of the page one. This identity number (IdNo) is applied to each individual teacher/trainer.

1. For question 1, write down the full name of the teacher/trainer with clear hand writing.
4. For question 4, write down the current address including mobile number. If someone is not willing to give his/her mobile
number, don’t create any pressure. Rather you tell him/her that it will not be used for any other purpose. It might be
used to contact you if any further information is required or edition/correction is required for your provided information.
should not write down their respective names. Here multiple answers may be applied for those who received training and
certification for multiple occupation and NTVQF level. Please write down the year of certification. For example, 2014.
6. For question 6, write down the education code in the appropriate place. For others, you must specify the level of
education. For example, if someone who pass the class three, write class three in the category of others education and
put code 98 in the appropriate place.
15. For question 15, write down the figure on monthly basis.
16. For question 16, write down the working hour figure on daily basis.
19. Question 19 consists of three parts. First put TICK MARK in the appropriate box. If answer is YES, then you need to go
to other two parts. If answer is NO, skip the other two parts of the question 19. For the second part, put TICK MARK
if answer is 1 for the first part. For the third part, you could mention the specific causes the respondent mention about
part two.
21. For question 21, there are two sections: challenges and the way out. Please be aware of writing this. You should write in
a disaggregate way. First, the challenges and the second, the way out/solution.
Guidelines for the Graduate RTO Questionnaire
General Guidelines
authority.
a. Consent is required from you and the Graduate RTO. After having consent, you need to put sign on the
designated place and take sign from the Graduate RTO [This definitely should be done before starting the
questionnaire].
3. Please have a look at the top of the page one. This identity number (IdNo) is applied to each individual Graduate RTO.

1. For question 1, write down the full name of the Graduate (RTO) with clear hand writing.
information.
2014.
6. For question 6, put the TICK MARK in the appropriate place and write down the education code in the proper place.
For others, you must specify any other education achieved and mention the code 98 in the proper place.
10. For question 10, put TICK MARK in the appropriate box and mention the year of first employment.
11. Skip questions 8,9 and 10 if answer is 2 for the question no 7.
12. Skip questions 8,9,10 and 11 if answer is 2 for the question no 7.
14. For question 12, write down the specific causes of being unemployed.
16. For question 14, put TICK MARK in the appropriate box. Write down the causes if answer is no for the first part of
question 14.
question 15.
23. For question 21, put TICK MARK in the appropriate box of the table.
24. For question 22, put TICK MARK in the appropriate box. Write down the causes if answer is YES for the first part of
question 22.
in a disaggregate way. First, the challenges and the second, the way out/solution.
Occupations of
Guidelines for the Graduate RPL Questionnaire
General Guidelines
authority.
a. Consent is required from you and the Graduate RPL. After having consent, you need to put sign on the
designated place and take sign from the Graduate RPL [This definitely should be done before starting the
questionnaire].
3. Please have a look at the top of the page one. This identity number (IdNo) is applied to each individual Graduate
(RPL). You should not write down anything here. This will be filled up by the office once the questionnaire is returned
back.

1. For question 1, write down the full name of the Graduate RPL with clear hand writing.
information.
2014.
6. For question 6, put the TICK MARK in the appropriate place and write down the education code in the proper place.
For others, you must specify any other education achieved and mention the code 98 in the proper place.
7. For question 7, put TICK MARK in the appropriate box. Here respondent could choose more than one option. If from
other source, please write down the name of the source.
8. For question 8, put TICK MARK in the appropriate box. Here respondent could choose more than one option. If from
other source, please write down the name of the source.
12. Skip questions 10 and 11 if answer is 2 for the question no 9.
13. For question 12, write down the name of the sector, use occupation code and write down the name of the designation
if answer is 2 for the question number 9.
14. For question 13, write down the specific causes of being unemployed. Please skip questions 10, 11, and 12 if answer
is 3 for the question number 9.
16. For question 15, first put TICK MARK in the appropriate box. Write down the causes if answer is no for the first part
of question number 15.
question 16.
question 18.
27. For question 26, put TICK MARK in the appropriate box. Write down the causes if answer is YES for the first part of
question 26.
in a disaggregate way. First, the challenges and the second, the way out/solution.
Occupations of
Annexure-12: List of resource persons
(Not as seniority)
Sl.
Name and Address Mobile No. E-mail
No.
1. Md. Mostafizur Rahman 01819258958 chairman@bteb.gov.bd
Chairman
2. Md. Mahabubur Rahman 01714077005 secretary@bteb.gov.bd
Secretary
3. Md. Akteruzzaman 01714073726 aktarzaman82@yahoo.com
Director (Curriculum)
4. Dr. Sushil Kumar Paul 01714075838 controller@bteb.gov.bd
Controller of Examination
5. Md. Amir Hossain PhD 01731267718 amir@isrt.ac.bd
Professor
Institute of Statistical Research and Training
University of Dhaka, Dhaka-1000.
6. Dr. Muhammad Shahadat Hossain Siddiquee 01719397749 shahadat_eco@yahoo.com
Associate Professor
Bureau of Economic Research
7. Dr. Abdul Maleque 01716787160 malequeier@gmail.com
Professor
Institute of Education & Research
8. Dr. S M Hafizur Rahman 01552053426 hafiz.rahman@du.ac.bd
Professor
9. Dr. Tariq Ahsan 01711351685 tariq.ahsanbd@gmail.com
Professor
10. Shah Shamim Ahmed 01552333306 ssahmed.ier@du.ac.bd
Associate Professor
11. Abdur Rafique 01713005504 arrn1948@gmail.com
Former Chairman
Dhaka.
12. Dr. Md. Shahjahan 01919117991 jahan758@gmail.com
Former Director (Industry & Training
Co-ordination)
13. Md. Nayeb Ali Mondal 01711197669 nayebalimondal@gmail.com
Former Secretary
Annexure-13: List of members of the research team
(Not as seniority)
1. Dr. Md. Morad Hossain Mollah Team Leader

Director (Industry & Training Co-ordination)
Cell Phone: 01556361523
E-mail: dr.muradmollah@gmail.com
2. Dr. Raju Muhammad Shahidul Islam Principal Investigator

Cell Phone: 01556622655
E-mail: rmsislam@gmail.com
3. S M Shahjahan Member
Deputy Director (Course Accreditation)
Cell Phone: 01712125765
E-mail: shahjahan_bteb@yahoo.com
4. Dr. Md. Shah Alam Majumder Member

Specialist (Course Accreditation)
Cell Phone: 01815424855
E-mail: ehlam1999@gmail.com
5. Engineer Md. Mostafa Member

Industry Liaison Officer
Cell Phone: 01711908524
E-mail: mostafa_0831@yahoo.com
6. Md. Nowsad Ali Member

Documentation Officer
Cell Phone: 01716044611
E-mail: nowsad77@gmail.com
7. Md. Quamruzzaman Member

Deputy Director
National Skills Development Council Secretariat, Dhaka.
Cell Phone: 01819189320
E-mail: qzaman40@yahoo.com
8. Dr. Md. Golam Sultan Alam Member

Co-Chairman
Study & Research Cell, Institution of Diploma Engineers,
Bangladesh, IDEB Bhaban, Dhaka.
Cell Phone: 01715415473
E-mail: dr.sultan07@yahoo.com
Occupations of
Annexure-14: List of coordinators of data collection
(Not as seniority)
1. Md. Salim Mridha, Principal, Technical School and College, Barishal.
2. Md. Abul Kalam Azad, Regional Manager, UCEP Barisal Technical School, Barishal.
3. Md. Shahadat Hossain, Principal, Vocational Teacher’s Training Institute, Bogrua.
4. Protap Kumer Shil, Head of Technical School, A. K. Khan UCEP Kalurghat Technical School, Chattogram.
5. Md. Nazrul Islam, Principal, Bangladesh Korea Technical Training Center, Chattogram.
6. Ahsan Habib, Chairman, National Institute of Technology, Chattogram.
7. Md. Rafiquel Islam, Head of Technical School, UCEP Ambagan Technical School, Chattogram.
8. Md. Sazzad Hossain, Principal, Bangladesh German Technical Training Center, Dhaka.
9. Sushanta Kumar Bosu, Principal, Dhaka Polytechnic Institute, Dhaka.
10. Sheikh Mohiuddin Mian, Training Officer, National Hotel & Tourism Training Institute, Dhaka.
11. Mst. Fouzia Shahnaz, Principal, Sheikh Fazilatunnesa Mujib Mohila Technical Training Center, Dhaka.
12. Md. Ashraf Uddin, Regional Manager, UCEP Jatrabari Technical School, Dhaka.
13. Md. Asaduzzaman, Head of Technical School, UCEP Mirpur Technical School, Dhaka.
14. Md. Jahirul Islam, Principal, Feni Computer Institute, Feni.
15. Md. Arifur Rahman Bhuiyan, Manager, Centre of Excellence For Leather Skill Bangladesh Limited (COEL), Gazipur.
16. Md. Hasan Imam Khan, Principal, Star Bangla Technical Training Center, Gazipur.
17. Dr. Haripada Chandra Paul, Principal, Technical School and College, Gazipur.
18. B. M. Mofizur Rahman, Head of Technical School, UCEP Gazipur Technical School, Gazipur.
19. Md. Kamruzzaman, Deputy Director, Khulna Shipyard Technical Training Center, Khulna.
20. S. M. Motaher Hossain, Regional Manager, UCEP Mohsin Khulna Technical School, Khulna.
21. Gopal Chandra Mazumder, Regional Manager, UCEP Rajshahi Technical School, Rajshahi.
22. N. M. Abdul Hannan, Principal, Institute of Engineering and Technology, Rangpur.
23. Mohd. Guljar Hossain, Regional Manager, UCEP Rangpur Technical School, Rangpur.
24. K. M. Mohsin Ali, Regional Manager, UCEP-Hafiz Majumdar Sylhet Technical School, Sylhet.
Annexure-15: List of enumerators
(Not as seniority)
1. Md. Enayet Karim, Instructor, Technical School and College, Barishal.
2. Dulal Chandra Golder, Head of Technical School, UCEP Barisal Technical School, Barishal.
3. Md. Azizur Rahman, Senior Instructor, UCEP Barisal Technical School, Barishal.
4. Md. Mostafizur Rahman Khan, Chief Instructor, Vocational Teacher’s Training Institute, Bogura.
5. Noor Mohammad Ziaul Alam, Assistant Superintendent, Vocational Teacher’s Training Institute, Bogura.
6. Md. Abu Taleb, Chief Instructor, Vocational Teacher’s Training Institute, Bogura.
7. Md. Alam Seikh, Chief Instructor, Vocational Teacher’s Training Institute, Bogura.
8. Md. Mashhur Rahman, Craft Instructor, Vocational Teacher’s Training Institute, Bogura.
9. Md. Bazlur Rahman, Chief Instructor, Vocational Teacher’s Training Institute, Bogura.
10. Md. Rezaul Karim, Craft Instructor, Vocational Teacher’s Training Institute, Bogura.
11. Md. Symon Islam, Senior Instructor, A. K. Khan UCEP Kalurghat Technical School, Chattogram.
12. Narayon Chandra Kha, Senior Instructor, Bangladesh Korea Technical Training Center, Chattogram.
13. Gazi Eqfat Mahmud, Senior Instructor, Bangladesh Korea Technical Training Center, Chattogram.
14. Md. Shahjalal, Instructor, Bangladesh Korea Technical Training Center, Chattogram.
15. Sayed Monzurul Kibria, Instructor, Bangladesh Korea Technical Training Center, Chattogram.
16. Md. Sharfuddin, Instructor, Bangladesh Korea Technical Training Center, Chattogram.
17. Uttam Kumar Das, Instructor, Bangladesh Korea Technical Training Center, Chattogram.
18. Bipul Barua, Junior Instructor, National Institute of Technology, Chattogram.
19. Md. Kamal Uddin, Vice-Principal, National Institute of Technology, Chattogram.
20. Md. Adnanul Karim, Instructor, National Institute of Technology, Chattogram.
21. Tanjin Sultana Chowdhury, Junior Instructor, National Institute of Technology, Chattogram.
22. Md. Rahat Ali, Junior Instructor, National Institute of Technology, Chattogram.
23. Apu Chowdhury, Instructor, National Institute of Technology, Chattogram.
24. Arifa Nasrin, Instructor, National Institute of Technology, Chattogram.
25. Haniful Mostafa, Instructor, National Institute of Technology, Chattogram.
26. Iram Fatema, Instructor, National Institute of Technology, Chattogram.
27. Md. Iktiar Uddin, Instructor, National Institute of Technology, Chittagong.
28. Shuvankar Biswas, Instructor, National Institute of Technology, Chattogram.
29. Rajesh Karmakar, Instructor, National Institute of Technology, Chattogram.
30. Akhil Kumar Dutta, Senior Instructor, UCEP Ambagan Technical School, Chattogram.
31. Md. Abdus Salam, Senior Instructor, Bangladesh German Technical Training Center, Dhaka.
32. M. Zahirul Islam, Workshop Super, Dhaka Polytechnic Institute, Dhaka.
33. Taslim Uddin, Junior Instructor, Dhaka Polytechnic Institute, Dhaka.
34. Shaheen Afroz, General Manager, National Hotel & Tourism Training Institute, Dhaka.
35. Latifa Parvin, Instructor, Sheikh Fazilatunnesa Mujib Mohila Technical Training Center, Dhaka.
36. Md. Morshed Alam Shah, Senior Instructor, Sheikh Fazilatunnesa Mujib Mohila Technical Training Center, Dhaka.
37. Md. Azijul Haque Khan, APO (Job Placement), UCEP Jatrabari Technical School, Dhaka.
38. S. M. Shahin Iqbal, APO (Job Placement), UCEP Jatrabari Technical School, Dhaka.
39. Md. Muntasir Al Mamun, Instructor, UCEP Jatrabari Technical School, Dhaka.
40. Deen Mohammad, Head of Technical School, UCEP Jatrabari Technical School, Dhaka.
41. Md. Jewel Hossain, Instructor, UCEP Jatrabari Technical School, Dhaka.
42. Md. Anisur Rahman, Trade Expert, UCEP Jatrabari Technical School, Dhaka.
43. Md. Abuzar Rahman Talukder, Senior Instructor, UCEP Mirpur Technical School, Dhaka.
44. Md. Imam Hossain, Senior Instructor, UCEP Mirpur Technical School, Dhaka.
45. Md. Asaduzzaman Khan, Instructor, UCEP Mirpur Technical School, Dhaka.
46. Lubna Ahmed, Instructor, UCEP Mirpur Technical School, Dhaka.
47. Md. Bazlur Rahman, Instructor, UCEP Mirpur Technical School, Dhaka.
48. Md. Abul Hashem, Trade Expert, UCEP Mirpur Technical School, Dhaka.
49. Lubna Rahman, Instructor, UCEP Mirpur Technical School, Dhaka.
50. Md. Rejaul Karim, APO (Job Placement), UCEP Mirpur Technical School, Dhaka.
51. Md. Mohsin Ali, APO (Job Placement), UCEP Mirpur Technical School, Dhaka.
52. Tahura Haque, APO (Job Placement), UCEP Mirpur Technical School, Dhaka.
53. Shaikh Farid Hossen, APO (Job Placement), UCEP Mirpur Technical School, Dhaka.
54. Md. Mehedi Hasan, Instructor, UCEP Mirpur Technical School, Dhaka.
Occupations of
55. Mohammad Atiqul Islam, Instructor, Feni Computer Institute, Feni.
56. Shariful Islam, Assisstant Manager, Centre of Excellence For Leather Skill Bangladesh Limited (COEL), Gazipur.
57. Shuva Chowdhury, Senior Executive, Centre of Excellence For Leather Skill Bangladesh Limited (COEL), Gazipur.
58. Md. Abdul Hannan, Senior Instructor, Star Bangla Technical Training Center, Gazipur.
59. Md. Zahirul Islam Zahir, Instructor, Star Bangla Technical Training Center, Gazipur.
60. Md. Atiqul Islam, Instructor, Star Bangla Technical Training Center, Gazipur.
61. Jasmin Sultana, Instructor, Technical School and College, Gazipur.
62. Md. Nazrul Islam, Instructor, UCEP Gazipur Technical School, Gazipur.
63. Khokon Chandra Paul, Chief Instructor, Khulna Shipyard Technical Training Center, Khulna.
64. Md. Mominur Rahman, Instructor, UCEP Mohsin Khulna Technical School, Khulna.
65. Golam Mortajur Rahman, Trade Expert, UCEP Mohsin Khulna Technical School, Khulna.
66. Chiranjib Kumar Roy, Head of Technical School, UCEP Rajshahi Technical School, Rajshahi.
67. Md. Shah Jalal, Instructor, UCEP Rajshahi Technical School, Rajshahi.
68. Sadananda Roy, Instructor, Institute of Engineering and Technology, Rangpur.
69. Md. Monjurul Hasan, Lab-in-Charge, Institute of Engineering and Technology, Rangpur.
70. Md. Ariful Islam, Assistant Instructor, UCEP Rangpur Technical School, Rangpur.
71. Md. Reazul Islam, Assistant Instructor, UCEP-Hafiz Majumdar Sylhet Technical School, Sylhet.
72. Sukumar Chandra Saha, Trade Expert, UCEP-Hafiz Majumdar Sylhet Technical School, Sylhet.
Annexure-16: Group statistics and independent samples test for age of graduate RPL
Group Statistics
Sex N Mean Std. Deviation Std. Error Mean
Male 232 27.24 6.307 0.414
Age
Female 82 26.93 6.496 0.717
Independent Samples Test

Levene’s Test
for Equality t-test for Equality of Means
of Variances
Age
95% Confidence Interval
Sig. Mean Std. Error
F Sig. t df of the Difference
(2-tailed) Difference Difference
Lower Upper
Equal variances
0.192 0.661 0.380 312 0.704 0.310 0.817 -1.297 1.917
assumed
Equal variances not
0.375 138.589 0.709 0.310 0.828 -1.327 1.948
assumed
Annexure-17: Sex and NTVQF level cross-tabulation for graduate RPL

NTVQF Level Code
Category Total
Pre-Vocational-2 NTVQF-1
Male 189 43 232
Sex
Female 69 13 82
Total 258 56 314
Chi-Square Tests
Asymp. Sig. Exact Sig. Exact Sig.
Value df
(2-sided) (2-sided) (1-sided)
Pearson Chi-Square 0.297a 1 0.586
Continuity Correction b
0.142 1 0.706
Likelihood Ratio 0.303 1 0.582
Fisher’s Exact Test 0.737 0.359
Linear-by-Linear Association 0.296 1 0.586
N of Valid Cases 314
a. 0 cells (.0%) have expected count less than 5. The minimum expected count is 14.62.
b. Computed only for a 2x2 table
Annexure-18: Sex and employment status cross-tabulation for graduate RPL

Employment Status
Category Total
Male 133 91 8 232
Sex
Female 39 34 9 82
Total 172 125 17 314
Chi-Square Tests
Value df Asymp. Sig. (2-sided)
a. 1 cells (16.7%) have expected count less than 5. The minimum expected count is 4.44.
Occupations of
Annexure-19: Sex and types of employment cross-tabulation for graduate RPL
Types of Employment
Category Total
Full Time Part Time Seasonal
Male 109 19 5 133
Sex
Female 33 6 0 39
Total 142 25 5 172
Chi-Square Tests
Annexure-20: Sex and types of organization cross-tabulation for graduate RPL

Types of Organization
Category Total
Public Private NGO MNC
Male 18 106 3 6 133
Sex
Female 1 36 2 0 39
Total 19 142 5 6 172
Chi-Square Tests
Annexure-21: Occupation and sector cross-tabulation for self-employed graduate RPL

Sector
Ready
Occupation Information Total
Construction Informal Made Transport
Technology
Garments
Block Batik & Screen Printing 0 6 0 0 0 6
Business 0 2 0 1 1 4
Electrical Installation &
20 0 0 0 0 20
Maintenance
IT Support 0 0 3 0 0 3
Mobile Phone Servicing 0 1 0 0 0 1
Motorcycle Servicing 0 0 0 0 29 29
Plumbing 32 0 0 0 0 32
Sewing Machine Operation 0 0 0 6 0 6
Tailoring & Dress Making 0 23 0 0 0 23
Web Design 0 0 1 0 0 1
Total 52 32 4 7 30 125
Chi-Square Tests
Pearson Chi-Square 479.576a
36 0.000
a. 39 cells (78.0%) have expected count less than 5. The minimum expected count is .03.
Annexure-22: Sex and sector wise self-employment cross-tabulation for graduate RPL
Sector
Category Total
Construction Informal Information Technology Readymade Garments Transport
Male 52 4 4 1 30 91
Sex
Female 0 28 0 6 0 34
Total 52 32 4 7 30 125
Chi-Square Tests
Pearson Chi-Square 102.996 a
4 0.000
Annexure-23: Distribution of graduate RPL by total working hour per day

Total Working Hour per Day Number of graduate RPL %
<6 14 4.7
6-10 226 76.1
11-15 56 18.9
>15 1 0.3
Total 297 100.0
Annexure-24: Independent samples t-test for total working hour/day of graduate RPL by employment status
Group Statistics
Employment Status N Mean Std. Deviation Std. Error Mean
Employed 172 8.79 1.609 0.123
Total Working Hour per Day
Self-employed 125 8.94 2.531 0.226

Levene’s Test
for Equality of t-test for Equality of Means
Variances
95%
Confidence
F Sig. t df Interval of the
Difference
Lower Upper
Equal variances assumed 33.390 0.000 -0.637 295 0.525 -0.153 0.241 -0.627 0.320
Equal variances not assumed -0.595 195.261 0.552 -0.153 0.258 -0.661 0.355
Annexure-25: Independent samples t-test for total working hour of employed graduate RPL by gender
Group Statistics
Employed Group Sex N Mean Std. Deviation Std. Error Mean
Male 133 8.79 1.710 0.148
Female 39 8.79 1.218 0.195
Occupations of
Levene’s Test
Variances
Total Working Hour per Day for 95%
Employed Group Confidence
Difference
Lower Upper
Equal variances assumed 1.950 .164 -.018 170 .985 -.005 .294 -.585 .575
Equal variances not assumed -.022 86.347 .982 -.005 .245 -.492 .482
Annexure-26: Independent samples t-test for total working hour of self-employed graduate RPL
Group Statistics
Self-Employed Group Sex N Mean Std. Deviation Std. Error Mean
Male 91 9.80 2.130 0.223
Female 34 6.65 2.058 0.353
Independent Samples t-Test

Levene’s Test
Variances
Total Working Hour per Day for Self-
95% Confidence
Employed Group
Sig. Mean Std. Error Interval of the
F Sig. t df
(2-tailed) Difference Difference Difference
Lower Upper
Equal variances assumed 0.896 0.346 7.435 123 0.000 3.155 0.424 2.315 3.995
Equal variances not assumed 7.554 61.120 0.000 3.155 0.418 2.320 3.990
Annexure-27: Descriptive statistics of the total earning per month for graduate RPL
Descriptive Statistics
N Minimum Maximum Mean Std. Deviation
Total Earning per Month before getting
297 0 30000 8807.44 4396.518
NTVQF Certification
Total Earning per Month after getting
297 1500 45000 11762.74 5386.695
NTVQF Certification
Valid N (listwise) 297
Annexure-28: Independent samples t-test of total earning per month before getting NTVQF certification for graduate RPL by gender
Group Statistics
Total Earning per Month Sex N Mean Std. Deviation Std. Error Mean
Male 224 9696.43 4462.201 298.143
Before getting NTVQF Certification
Female 73 6079.59 2791.492 326.719
Independent Samples t-Test
Levene’s Test
Total Earning per Month of Variances
before getting NTVQF 95% Confidence
Certification Sig. Mean Std. Error Interval of the
F Sig. t df Difference
Lower Upper
Annexure-29: Independent samples t-test of total earning per month after getting NTVQF certification for graduate RPL by gender
Group Statistics
Male 224 12771.21 5600.106 374.173
After getting NTVQF Certification
Female 73 8668.26 3047.060 356.631

Levene’s Test
of Variances
Total Earning per Month after
95% Confidence
F Sig. t df
Lower Upper
Annexure-30: Getting information of NTVQF certification for graduate RPL

Source of Information Number of graduate RPL Percent
Advertisement on Paper 63 20.1
From RTO/RPL Center 201 64.0
From BTEB 7 2.2
From STEP Project 8 2.5
From BMET Institutes 5 1.6
From NSDC 5 1.6
From Working Organization 8 2.5
Others 17 5.4
Total 314 100.0
Annexure-31: Source of getting training or achieving competencies for graduate RPL

Source of achieving competencies Number of graduate RPL Percent
Working in Non-formal shop/workshop 125 39.8
Working in Formal organization 114 36.3
Getting training from BTEB affiliated institute 29 9.2
Getting training from institutes not affiliated by BTEB 14 4.5
Employer’s training center 8 2.5
In overseas employment 1 0.3
Others 23 7.3
Total 314 100.0
Occupations of
Annexure-32: Group statistics and independent samples test for age of graduate RTO
Group Statistics
Sex N Mean Std. Deviation Std. Error Mean
Male 204 23.36 6.083 0.426
Age
Female 96 24.11 9.544 0.974
Levene’s Test
Variances
Age 95% Confidence
F Sig. t df
Lower Upper
Equal variances assumed 32.302 .000 -.830 298 .407 -.757 .912 -2.551 1.037
Equal variances not assumed -.712 132.52 .478 -.757 1.063 -2.860 1.346
Annexure-33: Sex and NTVQF level cross-tabulation for graduate RTO

NTVQF Level Code
Category Total
NTVQF-1 NTVQF-2
Male 178 26 204
Sex
Female 82 14 96
Total 260 40 300
Chi-Square Tests
Value df
Pearson Chi-Square .191a 1 .662
.065 1 .799
Likelihood Ratio .188 1 .664
Fisher’s Exact Test .717 .394
Linear-by-Linear Association .190 1 .663
Annexure-34: Sex and employment status cross-tabulation for graduate RTO

Employment Status
Category Total
Male 161 17 26 204
Sex
Female 58 18 20 96
Total 219 35 46 300
Chi-Square Tests
Annexure-35: Sex and types of employment cross-tabulation for graduate RTO
Types of Employment
Category Total
Full Time Part Time Seasonal
Male 138 22 1 161
Sex
Female 44 14 0 58
Total 182 36 1 219
Chi-Square Tests
2 0.157
Annexure-36: Sex and types of organization cross-tabulation for graduate RTO
Category Total
Public Private NGO MNC
Male 10 131 7 13 161
Sex
Female 5 48 3 2 58
Total 15 179 10 15 219
Chi-Square Tests
3 .622
Likelihood Ratio 1.950 3 .583
Linear-by-Linear Association 1.329 1 .249
Annexure-37: Sex and getting first employment cross-tabulation for graduate RTO
Getting first employment
Within 6 Within 7-12 After 12
Before months months months
Category During Total
NTVQF after getting after getting of getting
Training
Certification NTVQF NTVQF NTVQF
Certification Certification Certification
Male 40 8 89 19 5 161
Sex
Female 12 1 44 1 0 58
Total 52 9 133 20 5 219
Chi-Square Tests
Pearson Chi-Square 10.919a 4 .027
Occupations of
Annexure-38: Occupation and sector cross-tabulation for self-employed graduate RTO
Sector
Ready
Occupation Agro Information Total
Construction Informal Jewelry Made Transport
Food Technology
Garments
Baking 10 0 0 0 0 0 0 10
Business 0 0 2 0 1 0 0 3
Electrical Installation and Maintenance 0 5 0 0 0 0 0 5
Food Processing and Quality Control 3 0 0 0 0 0 0 3
IT Support 0 0 0 1 0 0 0 1
Sewing Machine Operation 0 0 0 0 0 11 0 11
Web Design 0 0 0 1 0 0 0 1
Welding 0 0 0 0 0 0 1 1
Total 13 5 2 2 1 11 1 35
Chi-Square Tests
N of Valid Cases 35
Annexure-39: Sex and sector wise self-employment cross-tabulation for graduate RTO
Sector
Category Agro Information Ready Made Total
Construction Informal Jewelry Transport
Food Technology Garments
Male 6 5 2 2 1 0 1 17
Sex
7 0 0 0 0 11 0 18
Total 13 5 2 2 1 11 1 35
Chi-Square Tests
N of Valid Cases 35
Annexure-40: Distribution of graduate RTO by total working hour per day

Total Working Hour per Day Number of graduate RPL %
<6 15 5.9
6-10 207 81.5
11-15 31 12.2
>15 1 0.4
Total 254 100.0
Annexure-41: Independent samples t-test for total working hour/day of graduate RTO by employment status
Group Statistics
Employment Status N Mean Std. Deviation Std. Error Mean
Employed 219 8.82 1.556 .105
Self-employed 35 7.26 3.193 .540
Levene’s Test
of Variances
95%
Confidence
Difference
Lower Upper
Equal variances assumed 38.504 .000 4.614 252 .000 1.565 .339 .897 2.233
Equal variances not assumed 2.846 36.622 .007 1.565 .550 .450 2.679
Annexure-42: Independent Samples t-test for total working hour of employed graduate RTO by gender
Group Statistics
Employed Group Sex N Mean Std. Deviation Std. Error Mean
Male 161 8.98 1.601 .126
Female 58 8.40 1.350 .177

Levene’s Test
Variances
Total Working Hour per Day for 95%
Employed Group Confidence
Difference
Lower Upper
Equal variances assumed 6.056 .015 2.455 217 .015 .579 .236 .114 1.043
Equal variances not assumed 2.659 118.521 .009 .579 .218 .148 1.009
Annexure-43: Independent samples t-test for total working hour of self-employed graduate RTO by gender
Group Statistics
Self-Employed Group Sex N Mean Std. Deviation Std. Error Mean
Male 17 7.47 2.211 .536
Female 18 7.06 3.963 .934

Levene’s Test
Variances
Total Working Hour per Day foe Self- 95%
employed Group Confidence
Difference
Lower Upper
Equal variances assumed 3.906 .057 .379 33 .707 .415 1.094 -1.810 2.640
Equal variances not assumed .385 26.946 .703 .415 1.077 -1.795 2.625
Annexure-44: Descriptive statistics of the total earning/month before getting NTVQF certification of graduate RTO
Descriptive Statistics
Total Earning per Month N Minimum Maximum Mean Std. Deviation
Before getting NTVQF Certification 254 0 400000 6643.70 25663.707
After getting NTVQF Certification 254 1200 400000 12292.52 25797.790
Valid N (listwise) 254
Occupations of
Annexure-45: Independent samples t-test of total earning per month before getting NTVQF certification for graduate RTO by gender
Group Statistics
Male 178 7498.88 30371.381 2276.431
Before getting NTVQF Certification
Female 76 4640.79 6249.057 716.816

Levene’s
Test for
t-test for Equality of Means
Equality of
Total Earning per Month before Variances
getting NTVQF Certification 95% Confidence
F Sig. t df
Lower Upper
Equal variances assumed .981 .323 .812 252 .417 2858.087 3518.939 -4072.190 9788.364
Equal variances not assumed 1.198 208.991 .232 2858.087 2386.622 -1846.852 7563.026
Annexure-46: Independent samples t-test of total earning per month after getting NTVQF certification for graduate RTO by gender
Group Statistics
Male 178 13235.96 30233.084 2266.065
After getting NTVQF Certification
Female 76 10082.89 8991.557 1031.402

Levene’s Test
of Variances
Total Earning per Month after
95% Confidence
F Sig. t df
Lower Upper
Equal variances assumed 0.410 0.523 .892 252 .373 3153.060 3536.378 -3811.561 10117.681
Equal variances not assumed 1.266 234.21 .207 3153.060 2489.748 -1752.102 8058.223
Annexure-47: Group statistics and independent samples test for age of industry assessor
Group Statistics
Category Sex N Mean Std. Deviation Std. Error Mean
Male 87 2.92 .955 .102
Age Group
Female 16 2.94 .998 .249

Levene’s Test
Variances
95%
Confidence
Difference
Lower Upper
Equal variances assumed .374 .542 -.069 101 .945 -.018 .262 -.537 .501
Age Equal variances not
-.067 20.378 .948 -.018 .270 -.580 .544
assumed
Annexure-48: Sex and the highest educational qualification cross-tabulation for industry assessor
SSC/Dakhil/
MSc/MCom
(Vocational)
(Vocational)
Engineering
Engineering
MBA/MSS/
SSC/Dakhil
HSC/Alim/
Diploma in
BBA/BSS/
Equivalent
Equivalent
BSc/BA/
BCom
HSC
BSc.
Sex Total
Male 1 3 9 1 34 21 5 13 87
Female 2 0 5 0 0 1 2 6 16
Total 3 3 14 1 34 22 7 19 103
Chi-Square Tests
Annexure-49: Sex and NTVQF level cross-tabulation for industry assessor

NTVQF Level Code
Category Total
Pre-Vocational-2 NTVQF-1 NTVQF-2 NTVQF-3
Male 12 67 7 1 87
Sex
Female 3 12 1 0 16
Total 15 79 8 1 103
Chi-Square Tests
Pearson Chi-Square .475 a
3 .924
Annexure-50: Sex and employment status cross-tabulation for industry assessor

Employment Status
Category Total
Male 78 9 0 87
Sex
Female 5 9 2 16
Total 83 18 2 103
Chi-Square Tests
Annexure-51: Sex and types of employment cross-tabulation for industry assessor

Types of Employment
Category Total
Full Time Part Time
Male 64 14 78
Sex
Female 4 1 5
Total 68 15 83
Occupations of
Chi-Square Tests
Value df
.000 1 1.000
Fisher’s Exact Test 1.000 .641
N of Valid Cases 83
Annexure-52: Sex and types of organization cross-tabulation for industry assessor
Category Total
Public Private NGO
Male 10 65 3 78
Sex
Female 1 4 0 5
Total 11 69 3 83
Chi-Square Tests
N of Valid Cases 83
Annexure-53: Occupation and sector cross-tabulation for self-employed industry assessor
Sector
Ready
Occupation Agro Tourism & Total
Construction Informal Made Transport
Food Hospitality
Garments
Baking (Bread & Biscuit) 1 0 0 0 0 0 1
Motor Cycle Servicing 0 0 0 0 0 1 1
Sewing Machine Operation 0 0 0 2 0 0 2
Block Batik & Screen Printing 0 0 3 0 0 0 3
Electrical Installation and
0 3 0 0 0 0 3
Maintenance (Construction)
Solar Electrical System 0 0 2 0 0 0 2
Tailoring and Dress Making 0 0 4 0 0 0 4
Refrigeration and Air Conditioning 0 0 0 0 0 1 1
Tour Guiding 0 0 0 0 1 0 1
Total 1 3 9 2 1 2 18
Chi-Square Tests
N of Valid Cases 18
Annexure-54: Sex and sector cross-tabulation for self-employed industry assessor
Sector
Category Ready Made Tourism & Total
Agro Food Construction Informal Transport
Garments Hospitality
Male 0 3 3 0 1 2 9
Sex
Female 1 0 6 2 0 0 9
Total 1 3 9 2 1 2 18
Chi-Square Tests
N of Valid Cases 18
Annexure-55: Sex and sector wise occupation cross-tabulation for self-employed industry assessor
Sex
Occupation Total
Male Female
Baking 0 1 1
Block Batik & Screen Printing 1 2 3
Electrical 3 0 3
Motorcycle Servicing 1 0 1
Refrigeration and Air Conditioning 1 0 1
Sewing Machine Operation 0 2 2
Solar Electrical System 2 0 2
Tailoring & Dress Making 0 4 4
Tour Guiding 1 0 1
Total 9 9 18
Chi-Square Tests
N of Valid Cases 18
Annexure-56: Industry assessor’s views on cause of competency arrangement

Cause of Competency Arrangement Number of Industry Assessor Percent
Develop Process based Competency Standard 1 2.2
Getting International Recognition 3 6.7
Develop documents into Bangla and English 1 2.2
Ensure Training Needs Analysis 40 88.9
Total 45 100.0
Occupations of
Annexure-57: Industry assessor’s views on occupation wise competency distribution cross-tabulation
Competency Distribution
Re-arrangement of
Occupation Remove Add New Total
Competencies in
Competency Competency
NTVQF Levels
Welding 0 0 4 4
Fitting 0 0 1 1
Electrical Installation and Maintenance 0 3 1 4
Food Processing and Quality Control 0 1 1 2
IT Support 0 0 2 2
Web Design 0 0 1 1
Machine Operation (Footwear) 0 1 1 2
Motor Cycle Servicing 0 1 2 3
Sewing Machine Operation 0 0 2 2
Electrical Installation & Maintenance (Construction) 1 5 8 14
Plumbing 0 4 2 6
Tailoring and Dress Making 0 2 0 2
Refrigeration and Air Conditioning 0 0 1 1
House Keeping 0 1 0 1
Total 1 18 26 45
Chi-Square Tests
N of Valid Cases 45
Annexure-58: Group statistics and independent samples t-test for age of teacher/trainer
Group Statistics
Male 49 40.00 10.765 1.538
Age Group
Female 10 35.50 5.622 1.778

Levene’s Test for
t-test for Equality of Means
Equality of Variances
95% Confidence
Age
F Sig. t df
Lower Upper
Equal variances assumed 6.058 .017 1.280 57 .206 4.500 3.514 -2.537 11.537
Equal variances not assumed 1.914 24.891 .067 4.500 2.351 -.342 9.342
Annexure-59: Sex and age group cross-tabulation of teacher/trainer

Age Group
Category Total
18-29 30-39 40-49 >49
Male 8 18 13 10 49
Sex
Female 1 7 2 0 10
Total 9 25 15 10 59
Chi-Square Tests
3 .206
N of Valid Cases 59
Annexure-60: Highest educational qualification of teacher/trainer

Highest Educational Qualification Number of Teacher/Trainer Percent
SSC/Dakhil/Equivalent 2 3.4
SSC/Dakhil (Vocational) 1 1.7
HSC/Alim/Equivalent 3 5.1
Diploma in Engineering 18 30.5
BSc. Engineering 22 37.3
BBA/BSS/BSc/BA/BCom 4 6.8
MBA/MSS/MSc/MCom 9 15.2
Total 59 100.0
Annexure-61: Sex and the highest educational qualification cross-tabulation for teacher/trainer
SSC/Dakhil/
MSc/MCom
(Vocational)
Engineering
Engineering
MBA/MSS/
SSC/Dakhil
HSC/Alim/
Diploma in
BBA/BSS/
Equivalent
Equivalent
BSc/BA/
BCom
BSc.
Sex Total
Male 2 1 3 15 21 2 5 49
Female 0 0 0 3 1 2 4 10
Total 2 1 3 18 22 4 9 59
Chi-Square Tests
6 .072
N of Valid Cases 59
Annexure-62: Sex and NTVQF level cross-tabulation for teacher/trainer

NTVQF Level Code
Category Total
Pre-Vocational-2 NTVQF-1 NTVQF-2 NTVQF-3
Male 3 42 3 1 49
Sex
Female 1 9 0 0 10
Total 4 51 3 1 59
Chi-Square Tests
N of Valid Cases 59
Occupations of
Annexure-63: Sex and occupation cross-tabulation for teacher/trainer
Sex
Occupation Total
Male Female
Welding 7 1 8
Fitting 1 0 1
Electrical Installation and Maintenance 4 0 4
Baking (Bread & Biscuit) 2 0 2
Food Processing and Quality Control 1 0 1
IT Support 5 0 5
Machine Operation (Footwear) 3 0 3
Motor Cycle Servicing 1 1 2
Electrical Installation and Maintenance (Construction) 15 1 16
Plumbing 4 0 4
Tailoring and Dress Making 0 1 1
Refrigeration and Air Conditioning 2 0 2
Total 49 10 59
Chi-Square Tests
12 .013
N of Valid Cases 59
Annexure-64: Sex and types of employment cross-tabulation for teacher/trainer

Types of Employment
Category Total
Full Time Part Time
Male 48 1 49
Sex
Female 10 0 10
Total 58 1 59
Chi-Square Tests
Value df
.000 1 1.000
Fisher’s Exact Test 1.000 .831
N of Valid Cases 59
Annexure-65: Sex and types of organization cross-tabulation for teacher/trainer

Category Total
Public Private NGO
Male 25 9 15 49
Sex
Female 2 0 8 10
Total 27 9 23 59
Chi-Square Tests
N of Valid Cases 59
Annexure-66: Distribution of teacher/trainer by total working hour

Total Working Hour per Day Number of teacher/trainer %
6-10 53 89.8
11-15 5 8.5
>15 1 1.7
Total 59 100.0
Annexure-67: Sex and total working hour/day cross-tabulation for teacher/trainer

Category Total
6-10 11-15 >15
Male 43 5 1 49
Sex
Female 10 0 0 10
Total 53 5 1 59
Chi-Square Tests
2 .506
N of Valid Cases 59
Annexure-68: Sex and total earning per month cross-tabulation for teacher/trainer
Total Earning per Month
Category Total
5001-10000 10001-15000 15001-20000 >20000
Male 1 4 2 42 49
Sex
Female 0 0 4 6 10
Total 1 4 6 48 59
Chi-Square Tests
N of Valid Cases 59
Annexure-69: Group statistics and independent samples t-test for total earning per month of teacher/trainer
Group Statistics
Male 49 33818.84 11563.660 1651.951
Female 10 30425.10 12822.918 4054.963
Occupations of
Levene’s Test
of Variances
95% Confidence Interval of the
F Sig. t df Difference
Lower Upper
Equal variances assumed .483 .490 .831 57 .410 3393.737 4084.679 -4785.691 11573.165
Equal variances not
.775 12.172 .453 3393.737 4378.546 -6131.328 12918.802
assumed
Annexure-70: Total working hour/day and total earning/month cross-tabulation for teacher/trainer
Total Working Hour Total Earning per Month
Total
per Day 5001-10000 10001-15000 15001-20000 >20000
6-10 1 3 6 43 53
11-15 0 0 0 5 5
>15 0 1 0 0 1
Total 1 4 6 48 59
Chi-Square Tests
6 .020
N of Valid Cases 59
Annexure-71: Age group and total earning per month cross-tabulation for teacher/trainer
Category Total
5001-10000 10001-15000 15001-20000 >20000
18-29 1 4 1 3 9
30-39 0 0 5 20 25
Age Group
40-49 0 0 0 15 15
>49 0 0 0 10 10
Total 1 4 6 48 59
Chi-Square Tests
9 .000
N of Valid Cases 59
Annexure-72: Types of employment and total earning per month cross-tabulation for teacher/trainer
Category Total
5001-10000 10001-15000 15001-20000 >20000
Full Time 1 3 6 48 58
Types of Employment
Part Time 0 1 0 0 1
Total 1 4 6 48 59
Chi-Square Tests
3 .003
N of Valid Cases 59
Annexure-73: Types of organization and total earning per month cross-tabulation for teacher/trainer
Category Total
5001-10000 10001-15000 15001-20000 >20000
Public 0 0 2 25 27
Types of Organization Private 1 2 2 4 9
NGO 0 2 2 19 23
Total 1 4 6 48 59
Chi-Square Tests
6 .028
N of Valid Cases 59
Annexure-74: Teacher/trainer’s views on cause of competency arrangement

Cause of Competency Arrangement Number of Teacher/Trainer Percent
Develop Process based Competency Standard 6 19.3
Getting International Recognition 2 6.5
Develop documents into Bangla and English 8 25.8
Ensure Training Needs Analysis 14 45.2
Re-organize Nominal Hours 1 3.2
Total 31 100.0
Annexure-75: Teacher/Trainer’s views on occupation wise competency distribution cross-tabulation

Competency Distribution
Re-arrangement
Occupation Remove Add New of Competencies Total
Competency Competency in NTVQF
Levels
Welding 2 1 4 7
Fitting 0 0 1 1
Electrical Installation and Maintenance 0 1 3 4
Food Processing and Quality Control 0 0 1 1
IT Support 0 0 3 3
Machine Operation (Footwear) 0 0 3 3
Motor Cycle Servicing 0 1 1 2
Sewing Machine Operation 0 0 1 1
Electrical Installation & Maintenance (Construction) 1 3 2 6
Plumbing 0 1 0 1
Refrigeration and Air Conditioning 0 0 2 2
Total 3 7 21 31
Occupations of
Chi-Square Tests
N of Valid Cases 31
Annexure-76: Group statistics and independent samples t-test for age of employer
Group Statistics
Male 96 40.49 9.072 .926
Age
Female 2 22.00 2.828 2.000

Levene’s Test
Variances
Age 95% Confidence
F Sig. t df
Lower Upper
Equal variances assumed 2.051 .155 2.866 96 .005 18.490 6.451 5.685 31.294
Equal variances not assumed 8.389 1.474 .032 18.490 2.204 4.895 32.085
Annexure-77: Sex and age group cross-tabulation of employer
Age Group
Category Total
18-29 30-39 40-49 >49
Male 10 34 37 15 96
Sex
Female 2 0 0 0 2
Total 12 34 37 15 98
Chi-Square Tests
N of Valid Cases 98
Annexure-78: Total post available and total recruited employees cross-tabulation
Total Recruited Employees
Category Total
>300 121-300 31-120 16-30 <15
>300 35 0 0 0 0 35
121-300 0 13 3 0 0 16
Total Post Available 31-120 0 0 15 1 0 16
16-30 0 0 0 13 1 14
<15 0 0 0 0 17 17
Total 35 13 18 14 18 98
Chi-Square Tests
N of Valid Cases 98
Annexure-79: Occupation wise NTVQF certified employees recruited and gender of employers cross-tabulation
Sex
Occupation Total
Male Female
Welding 7 0 7
Fitting 1 0 1
Electrical Installation and Maintenance 5 0 5
Food Processing and Quality Control 1 0 1
Web Design 2 0 2
Plumbing 3 0 3
Food and Beverage Servicing 1 0 1
Machine Shop Practice 1 0 1
Total 54 1 55
Chi-Square Tests
N of Valid Cases 55
Annexure-80: Occupation wise NTVQF certified employees recruited and age group cross-tabulation
Age Group of Employers
Occupation Total
18-29 30-39 40-49 >49
Welding 0 1 4 2 7
Fitting 0 0 1 0 1
Electrical Installation and Maintenance 1 3 1 0 5
Baking (Bread & Biscuit) 0 0 3 1 4
Food Processing and Quality Control 0 0 1 0 1
Web Design 2 0 0 0 2
Machine Operation (Footwear) 0 3 0 0 3
Motor Cycle Servicing 0 5 1 1 7
Sewing Machine Operation 0 2 3 0 5
Block Batik & Screen Printing 1 1 0 0 2
Electrical Installation and Maintenance (Construction) 4 4 3 1 12
Plumbing 0 0 0 3 3
Tailoring & Dress Making 1 0 0 0 1
Food and Beverage Servicing 0 0 1 0 1
Machine Shop Practice 0 0 0 1 1
Total 9 19 18 9 55
% 16.4 34.5 32.7 16.4 100.0
Chi-Square Tests
N of Valid Cases 55
Occupations of
Annexure-81: Occupation wise NTVQF certified employees and size of industry cross-tabulation
Total Recruited Employees
Occupation Large Medium Small Micro Cottage Total
>300 121-300 31-120 16-30 <15
Welding 2 2 1 1 1 7
Fitting 1 0 0 0 0 1
Electrical Installation & Maintenance 3 1 0 0 1 5
Baking (Bread & Biscuit) 1 1 2 0 0 4
Food Processing &Quality Control 0 0 0 1 0 1
Web Design 0 0 0 0 2 2
Machine Operation (Footwear) 2 0 1 0 0 3
Motor Cycle Servicing 0 0 1 1 5 7
Sewing Machine Operation 5 0 0 0 0 5
Block Batik & Screen Printing 0 0 0 0 2 2
Electrical Installation & Maintenance (Construction) 8 1 0 3 0 12
Plumbing 0 1 0 1 1 3
Tailoring & Dress Making 0 0 0 0 1 1
Food & Beverage Servicing 0 0 1 0 0 1
Machine Shop Practice 0 0 1 0 0 1
Total 22 6 7 7 13 55
% 40.0 11.0 12.7 12.7 23.6 100.0
Chi-Square Tests
N of Valid Cases 55
Annexure-82: Sex and graduate RPL & graduate RTO cross-tabulation

Number of Graduates
Total
RPL RTO
Male 232 204 436
Sex
Female 82 96 178
Total 314 300 614
Chi-Square Tests
Value df
2.303 1 .129
Annexure-83: Age group and graduate RPL & graduate RTO cross-tabulation
Number of Graduates
Total
RPL RTO
<18 5 28 33
18-29 217 231 448
Age Group 30-39 74 25 99
40-49 17 11 28
>49 1 5 6
Total 314 300 614
Chi-Square Tests
Annexure-84: Highest educational qualification and graduate RPL & graduate RTO cross-tabulation
Number of Graduates
Highest Educational Qualification Total
RPL RTO
Primary (Up to Class V) 22 3 25
Junior (Up to Class VIII) 130 113 243
SSC/Dakhil/Equivalent 59 43 102
SSC/Dakhil (Vocational) 13 21 34
HSC/Alim/Equivalent 30 40 70
HSC (Vocational) 5 4 9
Diploma in Engineering 23 36 59
BSc. Engineering 4 2 6
BBA/BSS/BSc/BA/BCom 15 23 38
MBA/MSS/MSc/MCom 8 15 23
No Formal Education 5 0 5
Total 314 300 614
Chi-Square Tests
Annexure-85: NTVQF level and graduate RPL & graduate RTO cross-tabulation
Graduate Category
Total
RPL RTO
Pre-Vocational-2 258 0 258
NTVQF Level Code NTVQF-1 56 260 316
NTVQF-2 0 40 40
Total 314 300 614
Occupations of
Chi-Square Tests
Annexure-86: NTVQF occupation and graduate RPL & graduate RTO cross-tabulation
Graduate Category
Occupation Code Total
RPL RTO
Welding 6 60 66
Fitting 0 16 16
Electrical Installation & Maintenance 0 13 13
Food Processing & Quality Control 0 20 20
IT Support 16 8 24
Web Design 0 10 10
Plumbing 69 0 69
Refrigeration & Air-conditioning 0 12 12
Cooking 0 5 5
Total 314 300 614
Chi-Square Tests
Annexure-87: Year of certification and graduate RPL & graduate RTO cross-tabulation
Graduate Category
Total
RPL RTO
2012 0 6 6
2013 0 26 26
Year of NTVQF Certification
2014 12 50 62
2015 302 218 520
Total 314 300 614
Chi-Square Tests
Annexure-88: Employment status and graduate RPL & graduate RTO cross-tabulation
Graduate Category
Total
RPL RTO
Employed 172 219 391
Employment Status Self-employed 125 35 160
Un-employed 17 46 63
Total 314 300 614
Chi-Square Tests
Annexure-89: Types of employment status and graduate RPL & graduate RTO cross-tabulation
Graduate Category
Total
RPL RTO
Full Time 142 182 324
Types of Employment Part Time 25 36 61
Seasonal 5 1 6
Total 172 219 391
Chi-Square Tests
2 .136
Annexure-90: Types of organization and graduate RPL & graduate RTO cross-tabulation
Graduate Category
Total
RPL RTO
Public 19 15 34
Private 142 179 321
NGO 5 10 15
MNC 6 15 21
Total 172 219 391
Chi-Square Tests
3 .197
Occupations of
Annexure-91: Sector of self-employment and graduate RPL & graduate RTO cross-tabulation
Graduate Category
Sector’s Name Total
RPL RTO
Agro-Food 0 13 13
Construction 52 5 57
Informal 32 2 34
Sector Information Technology 4 2 6
Jewelry 0 1 1
Readymade Garments 7 11 18
Transport 30 1 31
Total 125 35 160
Chi-Square Tests
Annexure-92: Occupation of self-employment and graduate RPL & graduate RTO cross-tabulation
Graduate Category
Occupation Total
RPL RTO
Welding 0 1 1
IT Support 3 1 4
Web Design 1 1 2
Plumbing 32 0 32
Mobile Phone Servicing 1 0 1
Business 4 3 7
Total 125 35 160
Chi-Square Tests
12 .000
Annexure-93: Cause of unemployment and graduate RPL & graduate RTO cross-tabulation
Graduate Category
Cause of Unemployment Total
RPL RTO
Disabilities 1 0 1
Dissatisfaction on Payment 1 1 2
Family Constraint 2 14 16
Higher Education 7 10 17
Job Constraint as per competency 2 4 6
Seeking Suitable Job 4 11 15
Under Height 0 1 1
Under Working Age 0 4 4
Unpleasant Behavior of Supervisor 0 1 1
Total 17 46 63
Chi-Square Tests
N of Valid Cases 63
Annexure-94: Role of NTVQF and graduate RPL & graduate RTO cross-tabulation
Graduate Category
Role of NTVQF Total
RPL RTO
NTVQF Certification helps to Increase Job Yes 294 229 523
Opportunity No 3 71 74
Total 297 300 597
Chi-Square Tests
Value df
68.481 1 .000
Graduate Category
Role of NTVQF Total
RPL RTO
Yes 91 77 168
Getting promotion after getting NTVQF Certification
No 81 142 223
Total 172 219 391
Chi-Square Tests
Value df
Continuity Correctionb 11.668 1 .001
Graduate Category
Role of NTVQF Total
RPL RTO
Getting increment in salaries after getting NTVQF Yes 127 94 221
Certification No 45 125 170
Total 172 219 391
Occupations of
Chi-Square Tests
Value df
36.219 1 .000
Graduate Category
Role of NTVQF Total
RPL RTO
Yes 263 204 467
NTVQF Certification helps to Increase Earning
No 34 96 130
Total 297 300 597
Chi-Square Tests
Value df
35.812 1 .000
Graduate Category
Role of NTVQF Total
RPL RTO
Yes 294 284 578
Require to Achieve Further NTVQF Certification
No 3 16 19
Total 297 300 597
Chi-Square Tests
Value df
Continuity Correctionb 7.704 1 .006
Graduate Category
Role of NTVQF Total
RPL RTO
Yes 44 134 178
Want to Change Occupation
No 253 166 419
Total 297 300 597
Chi-Square Tests
Asymp. Sig. Exact Sig.
Value df Exact Sig. (1-sided)
(2-sided) (2-sided)
62.138 1 .000
Annexure-95: Total working hour per day and graduate RPL & graduate RTO cross-tabulation
Graduate Category
Total Working hour per Day Total
RPL RTO
<6 14 15 29
6-10 226 207 433
TWH Group
11-15 56 31 87
>15 1 1 2
Total 297 254 551
Chi-Square Tests
3 .193
Annexure-96: Total earning/month and graduate RPL & graduate RTO before getting NTVQF certification cross-tabulation
Graduate Category
Total earning per month before getting NTVQF certification Total
RPL RTO
<1000 4 103 107
1001-5000 58 48 106
5001-10000 163 78 241
Earning Group
10001-15000 55 9 64
15001-20000 14 6 20
>20000 3 10 13
Total 297 254 551
Chi-Square Tests
5 .000
Occupations of
Annexure-97: Total earning per month and graduate RPL & graduate RTO after getting NTVQF certification cross-tabulation
Graduate Category
Total earning per month after getting NTVQF certification Total
RPL RTO
1001-5000 11 41 52
5001-10000 135 142 277
Earning Group 10001-15000 104 33 137
15001-20000 35 10 45
>20000 12 28 40
Total 297 254 551
Chi-Square Tests
Annexure-98: Satisfaction and graduate RPL & graduate RTO cross-tabulation

Graduate Category
Factors of Satisfaction Total
RPL RTO
Not Agree 13 34 47
Moderately Agree 76 98 174
Satisfaction with Present Earning after getting
Agree 116 66 182
NTVQF Certification
Very Much Agree 59 46 105
Strongly Agree 33 10 43
Total 297 254 551
Chi-Square Tests
Graduate Category
RPL RTO
Not Agree 5 12 17
More Satisfaction with Present Moderately Agree 37 59 96
Performance in Workplace after Agree 116 88 204
getting NTVQF Certification Very Much Agree 96 72 168
Total 297 254 551
Chi-Square Tests
Graduate Category
RPL RTO
Not Agree 5 7 12
More Satisfaction of your Employer Moderately Agree 20 30 50
on Performance in Workplace after Agree 88 74 162
getting NTVQF Certification Very Much Agree 110 93 203
Total 297 254 551
Chi-Square Tests
Graduate Category
RPL RTO
Not Agree 2 19 21
More Satisfaction with Workplace Moderately Agree 57 45 102
Environment after getting NTVQF Agree 117 89 206
Certification Very Much Agree 79 82 161
Total 297 254 551
Chi-Square Tests
Graduate Category
RPL RTO
Not Agree 12 29 41
You are essential for your organization Agree 87 68 155
Total 297 254 551
Chi-Square Tests
4 .000
Occupations of
Graduate Category
RPL RTO
Not Agree 73 37 110
Want to change working organization
Agree 73 40 113
after getting NTVQF Certification
Total 297 254 551
Chi-Square Tests
Graduate Category
RPL RTO
Not Agree 8 56 64
Relevancy of NTVQF Certification with
Agree 51 53 104
your present occupation
Total 297 254 551
Chi-Square Tests
Graduate Category
RPL RTO
Training System in CBT&A is more
Agree 64 19 83
appropriate in comparison with
traditional system
Total 297 300 597
Chi-Square Tests
Graduate Category
RPL RTO
Not Agree 1 2 3
Competency Standards are relevant Moderately Agree 15 27 42
with the Occupations of Employment Agree 67 44 111
Market Very Much Agree 157 138 295
Total 297 300 597
Chi-Square Tests
4 .002
Graduate Category
RPL RTO
Competency Standards includes required Agree 72 59 131
Knowledge, Skills and Attitudes Very Much Agree 141 123 264
Total 297 300 597
Chi-Square Tests
Graduate Category
RPL RTO
Not Agree 1 0 1
Training Delivery in CBT&A is more Moderately Agree 5 6 11
effective in comparison with traditional Agree 56 32 88
system Very Much Agree 146 100 246
Total 297 300 597
Chi-Square Tests
Occupations of
Graduate Category
RPL RTO
Not Agree 2 1 3
Monitoring and Assessment system in Moderately Agree 1 2 3
CBT&A is more effective in comparison to Agree 51 35 86
traditional system Very Much Agree 98 97 195
Total 297 300 597
Chi-Square Tests
Annexure-99: Job location and graduate RPL & graduate RTO cross-tabulation
Graduate Category
Job Location Total
RPL RTO
Barishal 2 9 11
Chattogram 145 111 256
Dhaka 82 151 233
Division Khulna 7 7 14
Rajshahi 35 11 46
Rangpur 43 6 49
Sylhet 0 5 5
Total 314 300 614
Chi-Square Tests
Annexure-100: Issues & challenges and graduate RPL & graduate RTO cross-tabulation
Chi-Square Tests
Annexure-101: Group statistics and independent samples t-test for age of respondents
Group Statistics
Respondent Category N Mean Std. Deviation Std. Error Mean
Respondent Graduate 776 27.53 8.806 .316
Age
Employer 98 40.11 9.359 .945
Levene’s Test
Variances
95% Confidence Interval
F Sig. t df of the Difference
Lower Upper
Equal variances assumed 1.737 .188 -13.237 872 .000 -12.586 .951 -14.453 -10.720
Age Equal variances not
-12.627 119.718 .000 -12.586 .997 -14.560 -10.613
assumed
Annexure-102: Occupation and respondents cross-tabulation

Respondent Category
Occupation Total
Graduate Employer
Welding 81 7 88
Fitting 18 1 19
Electrical Installation & Maintenance 22 5 27
IT Support 33 0 33
Web Design 11 2 13
Electrical Installation & Maintenance (Construction) 163 12 175
Plumbing 84 3 87
Solar Electrical System 3 0 3
Refrigeration & Air-conditioning 15 0 15
Cooking 6 0 6
House Keeping 1 0 1
Food & Beverage Servicing 1 1 2
Tour Guiding 1 0 1
Machine Shop Practice 0 1 1
Total 776 55 831
Chi-Square Tests
20 .004
Annexure-103: NTVQF level and respondents cross-tabulation

Respondent Category
NTVQF Level Total
Graduate Employer
Pre-Vocational-2 277 23 300
NTVQF-1 446 22 468
NTVQF-2 51 10 61
NTVQF-3 2 0 2
Total 776 55 831
Occupations of
Chi-Square Tests
Annexure-104: Types of Organization and respondents cross-tabulation

Respondent Category
Total
Graduate Employer
Public 72 3 75
Private 399 95 494
NGO 41 0 41
MNC 21 0 21
Total 533 98 631
Chi-Square Tests
Annexure-105: Satisfaction and respondents cross-tabulation

Respondent Category
Graduate Employer
Not Agree 0 14 14
Training & Assessment System in CBT&A Moderately Agree 16 11 27
is more appropriate in comparison with Agree 95 23 118
traditional system Very Much Agree 264 31 295
Total 759 98 857
Chi-Square Tests
4 .000
Respondent Category
Graduate Employer
Not Agree 4 13 17
Competency Standards are Moderately Agree 49 11 60
relevant with the Occupations of Agree 142 20 162
Employment Market Very Much Agree 367 34 401
Total 759 98 857
Chi-Square Tests
Respondent Category
Graduate Employer
Not Agree 4 13 17
Competency Standards includes Moderately Agree 22 12 34
required Knowledge, Skills and Agree 153 18 171
Attitudes Very Much Agree 335 32 367
Total 759 98 857
Chi-Square Tests
Respondent Category
Graduate Employer
Not Agree 4 25 29
Monitoring and Assessment
system in CBT&A is more
Agree 107 28 135
effective in comparison to
traditional system
Total 759 98 857
Chi-Square Tests
Annexure-106: Job location and respondents cross-tabulation

Respondent Category
Job Location Total
Graduate Employer
Barishal 19 10 29
Chattogram 320 24 344
Dhaka 304 33 337
Division Khulna 19 8 27
Rajshahi 50 11 61
Rangpur 57 11 68
Sylhet 7 1 8
Total 776 98 874
Occupations of
Chi-Square Tests
6 .000
Annexure-107: Issues & challenges by respondents cross-tabulation

Respondent Category
Issues & Challenges Total
Graduate Employer
Availability of Competency Standard, Assessment Tools and CBLM in
27 0 27
Bangla
Enhance capabilities of BTEB 15 0 15
Ensure decent salary and proper working environment 14 5 19
Ensure gender equity 3 0 3
Ensure proper tools, equipment and raw materials in training and assessment 25 0 25
Getting international recognition 2 0 2
Increase suitable job in local and overseas employment market as per
22 5 27
competency
High Cost 2 0 2
Increase awareness 222 57 279
Increase number of certified teacher/trainer, industry assessor, NTVQF
42 23 65
certified workforce and RTO/Assessment centre
Increase opportunity in getting further level of certification 28 0 28
Increase social status 1 0 1
Priority given to the NTVQF certified graduates in getting Government
1 0 1
License
Priority given to the NTVQF certified graduates in recruitment, promotion
36 3 39
and enhancing salary
Provision of financial support for Self-employment 0 5 5
Provision of financial support to the institute 1 0 1
Quick modification of competency standard, assessment tools and CBLM
75 0 75
as per industry demand
Training for industry assessor and teacher/trainer 9 0 9
Ensure proper literacy and age 2 0 2
Total 527 98 625
Chi-Square Tests
Annexure-108: Employers’ satisfaction level
Sl. Distribution of Employers
Factors of Employers’ Satisfaction rated 3 to 5 on Likert
No. Scale Rating (%)
1. Demand of NTVQF certified employees are comparatively higher than others 84.7
2. Employer was satisfied with Awareness on personal hygiene of NTVQF Certified graduates 94.5
Employer was satisfied with Awareness on safety at workplace of NTVQF Certified
3. 94.5
graduates
4. Employer was satisfied with Behavior to colleagues of NTVQF Certified graduates 100.0
5. Employer was satisfied with Behavior to subordinates of NTVQF Certified graduates 96.4
6. Employer was satisfied with Behavior to superior of NTVQF Certified graduates 100.0
7. Employer was satisfied with Knowledge on job of NTVQF Certified graduates 98.2
8. Employer was satisfied with Positive attitude to work of NTVQF Certified graduates 98.2
9. Employer was satisfied with Punctuality of NTVQF Certified graduates 96.4
10. Employer was satisfied with Verbal skill of NTVQF Certified graduates 89.1
11. Employer was satisfied with Working skill of NTVQF Certified graduates 96.4
12. Employer was satisfied with Writing skill of NTVQF Certified graduates 78.1
13. Getting Intention for recruiting more employees with NTVQF Certification 85.7
14. Know well about NTVQF 74.5
15. Know well about the objectives of NTVQF 78.6
16. NTVQF certified employees are comparatively better productive to others 86.7
17. NTVQF certified employees are comparatively better skilled to others 86.7
18. NTVQF certified employees are helping to increase productivity 56.1
19. NTVQF is the best system in acquiring skills nationally 85.7
Average Satisfaction Rate 88.4%
Annexure-109: Respondent graduates’ satisfaction level

Distribution of respondent
Sl.
Factors of Respondent Graduates’ Satisfaction graduates rated 3 to 5 on
No. Likert Scale Rating (%)
1. Graduates were more satisfied with their earning after getting NTVQF Certification 91.1
Graduates were more satisfied with their performance in workplace after getting NTVQF
2. 96.8
Certification
Graduates were feeling employer’s more satisfaction on their performance after getting
3. 97.8
NTVQF Certification
4. Graduates were more satisfied with their workplace environment 95.9
5. Graduates were feeling importance for the employer’s organization 92.3
6. Graduates were interested to change employer’s organization 80.4
7. NTVQF qualifications that graduates achieved were relevant with their occupation 98.2
Competency Based Training and Assessment (CBT&A) system is more appropriate than
8. 100.0
traditional training system
9. Competency Standards are relevant with the occupations of employment market demand 99.5
Competency Standards includes coordinated and required Competencies (Knowledge,

10. 100.0
Skills, Attitudes)
Training delivery in Competency Based Training and Assessment (CBT&A) system is
11. 98.8
more effective than traditional training delivery system
Assessment & Monitoring provision in Competency Based Training and Assessment
12. 99.8
(CBT&A) system is more effective than traditional Assessment & Monitoring system
Average 95.9%
Occupations of
For more information:
8/C, Sher-E-Bangla Nagar, Agargaon, Dhaka-1207
Web: www.bteb.gov.bd, www.btebcbt.gov.bd

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A Report

NTVQF Certiﬁed Respondent Graduates of Diﬀerent Occupation

Employers’ Satisfaction Rate

Acceptability and Matching

Employed Self-employed Un-employed

20.0% 11.7% 15.3%

Bangladesh Technical Education Board

Cover Design & Print

Copyright@ Bangladesh Technical Education Board, Dhaka.

Nurul Islam Nahid, M.P

(Nurul Islam Nahid, M.P)

Kazi Keramat Ali, M.P

(Kazi Keramat Ali, M.P)

(Professor Syeda Tahmina Akhter)

(Md. Amir Hossain, PhD)

(Md. Mostafizur Rahman)

Md. Mostafizur Rahman

Dr. Md. Morad Hossain Mollah

Dr. Raju Muhammad Shahidul Islam

Dr. Md. Shah Alam Majumder

Engineer Md. Mostafa

Md. Nowsad Ali

Chapter 2: Data, Methodology and Conecptual Framework............................................................9-16

Chapter 3: Result and Discussions : Graduate RPL.........................................................................17-27

Chapter 5: Result and Discussions : Industry Assessor.....................................................................40-50

Chapter 6: Result and Discussions : Teacher/Trainer.....................................................................51-61

Chapter 7: Result and Discussions : Employer................................................................................62-68

Chapter 9: Result and Discussions : Matching and Mismatching....................................................84-91

Chapter 10: Key Findings, Recommendations & Conclusion........................................................92-98

Table 1.1 National technical and vocational qualification framework in Bangladesh.................................3

Table 2.1 Sampling done by ‘Online Sampling Calculator’......................................................................10

Table 3.1 Distribution of graduate RPL by gender.....................................................................................18

Table 4.1 Distribution of graduate RTO by gender.....................................................................................29

Table 5.1 Distribution of industry assessor by gender................................................................................41

Table 7.1 Distribution of employer by gender............................................................................................63

Table 8.1 Distribution of graduate RPL and graduate RTO by gender......................................................70

Table 9.1 Distribution of respondents by gender.........................................................................................85

Figure 1.1 Pathway of training, assessment and certification......................................................................4

Figure 3.1 Comparison of highest education of graduate RPL by gender.................................................19

Figure 4.1 Highest education of graduate RTO by gender.........................................................................30

Figure 5.1 Highest education of industry assessor by gender....................................................................42

Figure 6.1 Comparison of highest education of teacher/trainer by gender................................................53

Figure 8.1 Graduate RPL and graduate RTO by NTVQF level...................................................................72

Figure 9.1 Distribution of respondents by job location...............................................................................88

BBS Bangladesh Bureau of Statistics

Multi National Company (MNCs): A multinational corporation (MNC) or worldwide enterprise is a

Category of Industry Manufacturing Industry Non-manufacturing Industry or Service

Objectives of the research

Sex and age diversification

Educational qualification diversification

NTVQF occupation diversification

Year of certification diversification

Employment status diversification

Working hour per day diversification

Earning status diversification

Satisfaction level diversification

Job location diversification

Recommendations for further research