Enhancing TVET in Bangladesh: Overcoming COVID-19 Destruction and Focusing Towards IR 5.0

Asia Pacific Journal of Management and Technology Pub Date : 1900-01-01 DOI:10.46977/apjmt.2022v03i01.003

Nazrul Islam, Shibnath Banerjee

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Abstract

The invincible corona virus affected hundreds of thousands societies on the earth. It massacred holistic pace of lives, disrupted academic excellence, economic growths and pushed us many clops of planned future. However, despite the current threat of total education with key constraints in Technical Vocational Education and Training (TVET), how drastically are TVET institutions adopting innovative planning and education governance in Bangladesh? TVET Policy actors, individuals, and relevant communities need to think of risk mitigation and resilience approaches. In general, the approach and solutions that drive towards cyber-supportive preparedness, networking, and partnership may help to tackle the emerging situation. EduTech can help towards the modern TVET system in Bangladesh with globalisation and IR 4.0 to IR 5.0. Given this context, it is more challenging to achieve the United Nations (UN) Global Sustainable Development Goals (SDG) by 2030. The intertwined goals of inequality, education, and poverty eradication imply nourishing the TVET sector. This paper mainly focuses on reflecting on the ongoing managerial view of the TVET sector, exploring innovative ways to strengthen the system in Bangladesh.

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加强孟加拉国的职业技术教育:克服COVID-19的破坏，专注于IR 5.0

不可战胜的冠状病毒影响了地球上数十万个社会。它破坏了整体的生活节奏，扰乱了学术卓越，经济增长，并给我们带来了许多计划好的未来。然而，尽管目前技术职业教育与培训(TVET)面临着全面教育的威胁和关键限制，但孟加拉国的TVET机构采用创新规划和教育治理的力度有多大?职业技术教育与职业教育政策行为者、个人和相关社区需要考虑降低风险和恢复能力的方法。总的来说，推动网络支持准备、联网和伙伴关系的方法和解决方案可能有助于应对新出现的情况。随着全球化和工业4.0到工业5.0的发展，EduTech可以帮助孟加拉国建立现代职业技术教育教育体系。在此背景下，到2030年实现联合国全球可持续发展目标(SDG)更具挑战性。不平等、教育和消除贫困的目标交织在一起，这意味着要培养职业技术教育部门。本文主要集中于反思当前TVET部门的管理观点，探索加强孟加拉国TVET体系的创新途径。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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Asia Pacific Journal of Management and Technology

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