Peer Reviewed Journal via three different mandatory reviewing processes, since 2006, and, from September 2020, a fourth mandatory peer-editing has been added.
This case study investigates the Diploma-in-Engineering
(Electronics Technology) curriculum in Bangladesh. It includes
student assessment approach and learning/ teaching outcomes,
and compares them with Germany’s initial vocational training in
the Dual System. The required data was collected through a selfdesigned
test and a questionnaire. The test measured mainly
students’ technical competencies, particularly in the case of
practical relevant tasks. Both quantitative and qualitative
methodologies were used to analyze the data. A comparison
between the polytechnic students and vocational school trainees
in Germany at different cognitive levels was made. The findings
show that the polytechnic students in Bangladesh perform poorly.
It was found that the differences in the categories of Apply and
Understand were bigger than the difference in the category of
Remember. Furthermore, this study investigated and found that
the student assessment approaches in Bangladesh and Germany
differ greatly regarding their theoretical requirements and
practical relevance. The Diploma curriculum mainly focuses on
theoretical matters. Germany’s learning field based curriculum in
vocational schools focuses on practice oriented learning and
teaching, and fosters the trainees’ knowledge transfer capability.
The current TVET reform in Bangladesh that introduces CBT&A,
among others, may address these issues and help Bangladeshi
TVET graduates to compete in an international labour market.
