TVET is under-resourced and held in low regard? Teachers’ perceptions of TVET in Bangladesh

Purpose This article seeks to delve into the underlying causes contributing to the marginalized societal perception of TVET in Bangladesh. Focusing on the significant challenges faced by TVET despite its substantial enrollment at the secondary level, the study aims to investigate the root factors responsible for the prevalent negative perception surrounding TVET. This research endeavors to uncover insights into the reasons behind the low societal status and under-resource attributed to TVET in Bangladesh. Design/methodology/approach This article emanates from the “Skills for Industry” research project, a cross-country comparative study focusing on vital economic sectors, crucial to each country’s GDP. Employing an interpretative qualitative methodology, the study employs an inductive thematic approach to delve into the social perspective on TVET through the lens of TVET educators. A series of face-to-face interviews involving 18 TVET teachers were conducted, utilizing a semi-structured questionnaire to gather qualitative data. Findings The study reveals pivotal challenges undermining the societal perception and efficacy of TVET in Bangladesh. These encompass issues such as inadequate salary structures in private sectors, the absence of defined career paths, entrenched social stigmas labeling TVET as “laborers” jobs, hindrances to familial acceptance and substantial shortcomings in curriculum, affordability, training facilities, infrastructure, equipment and resource allocation, collectively impeding the effectiveness and societal embrace of TVET programs. Research limitations/implications It must be pointed out here that this study’s focus on teacher perspectives constitutes a limitation, as broader insights from diverse stakeholders would provide a more comprehensive understanding of TVET and its social acceptability across Bangladesh. Future research should involve a wider range of stakeholders, including students, employers and policymakers, to further enhance our understanding of TVET’s role in meeting industry needs and societal expectations. Originality/value The originality of this study lies in exploring teachers' perceptions of TVET in Bangladesh, focusing on its under-resourcing and societal stigma. It highlights systemic challenges, including cultural and institutional barriers, offering valuable insights into improving the status of TVET, resource allocation, and alignment with national development goals for sustainable economic growth.