Despite rising female enrolment in technical and vocational education and training (TVET) across Bangladesh, violence, harassment, and weak institutional safeguards remain critical barriers to women’s meaningful participation, experts said at a national roundtable in Dhaka on Thursday.
A roundtable titled as “Elimination of Violence and Harassment against Women in TVET and Skills Development” was jointly organised by UN Women and Dhaka Tribune under the ProGRESS project.
The project is implemented by the Directorate of Technical Education, with technical support from the International Labour Organization, under the leadership of the Technical and Madrasah Education Division and funded by the Government of Canada.
The roundtable brought together policymakers, education leaders, students and civil society representatives to discuss how violence, harassment and weak safeguards continue to limit women’s participation in technical and vocational education and training, despite rising enrolment.
Female enrolment in TVET remains low, at around 20% in government institutions and 40% in private institutions, compared with an SDG target of 30% by 2030.
Women’s participation in the labour market also remains limited, with less than 10% employed in formal enterprises and more than 70% in low-wage or vulnerable sectors.
Studies indicate that over 60% of female TVET students experience harassment or unsafe conditions, contributing to high dropout rates, particularly in rural and marginalized communities.
Speakers stressed that ensuring a safe learning environment, functional complaint mechanisms, gender-responsive curricula and community-level mindset changes are essential to ensure an enabling environment for women so that they can get opportunities in the TVET ecosystem of Bangladesh.
Jesmin Akhter
Member (Planning & Skills Standard),
National Skills Development Authority (NSDA)
“Gender-sensitive curricula and secure training spaces depend on comprehensive systemic change rather than stand-alone initiatives. Strong grievance mechanisms, mentorship, and accountability—backed by coordinated efforts of government, NGOs, and the private sector—are essential to ensure meaningful participation.”
Hasina Akter
Joint Secretary,
Technical and Madrasah Education Division
“We are expanding safe infrastructure, strengthening anti-harassment committees and integrating gender equality into TVET curricula. Partnerships with government bodies, NGOs and the private sector are essential to ensure gender-responsive training, accountability and higher participation.”
Md Ali
Mortuza
Deputy Director,
Bureau of Manpower Employment and Training (BMET)
“Policy reforms, instructor training and safe apprenticeships are necessary to increase women’s participation. Most institutes still focus on hard skills and engineering pathways that discourage female enrolment, so projects should prioritize decent work options for women.”
“Recognizing women’s work experience through public-private recruitment systems would strengthen employability and earnings.”
Pulok
Ranjan
Dhor
Secretary, Bangladesh Free Trade Union Congress
Representative, NCCWE
“Women-friendly workplaces and safe apprenticeships need strong advocacy and gender-inclusive labour policies. Coordination among industries, training providers and government is crucial so women can enter non-traditional trades with protection and mentorship.”
“Union coordination with employers is essential to protect women’s rights in apprenticeships and employment. Monitoring mechanisms, gender-sensitive labour policies and mentorship can prevent harassment and support women’s safe transition into work.
Md Siddikur Rahman
Program Analyst and Unit Manager,
Women’s Economic Empowerment portfolio, UN Women
“Bangladesh’s ambitions, LDC graduation by 2026 and developed-country status by 2041, cannot be met without closing gender gaps in marketable skills and decent employment. Women remain concentrated in low-wage, informal, precarious sectors, and female enrolment in public TVET still remains very low.”
“Underreported sexual harassment, unsafe residence, poor campus security and weak support for survivors are major deterrents. A gender-responsive TVET system needs institutional strengthening, robust reporting mechanisms, gender-sensitive policies and private sector collaboration.
Nazma Yesmin
Director, Bangladesh Institute of Labour Studies (BILS)
“Weak linkages between TVET curricula and the private sector, coupled with gender knowledge gaps among instructors, significantly restrict women’s opportunities. Functional committees, grievance mechanisms, and policy-level awareness are essential to make TVET safe and inclusive.”
“Recent legal milestones - including the amended Labour Act framework and ratification of ILO Convention 190 - can strengthen protections, but implementation must follow.”
Esha Aurora
Senior Journalist,
(Moderator of the roundtable discussion)
“Female enrolment is rising, but harassment, weak complaint mechanisms and lack of accountability remain major obstacles. Without transparency and accountability, progress will remain uneven, and reporting on institutional gaps is crucial to empower women in technical education.”
Engr Md Ayub Ali Sarker
Senior Specialist
, TVET and
Skills Development,
UCEP Bangladesh
“Industry-linked apprenticeships and targeted skills training work best when paired with structured mentorship and career guidance. Social and cultural barriers must also be addressed through family engagement and continuous safeguarding, so women can participate fully without fear.”
Ali Sampreety
Communication Officer
and GBV trainer,
Awaj
Foundation
“Women’s participation in TVET will not grow sustainably unless GBV prevention is built into institutional practice.Gender-sensitivity training for instructors, awareness campaigns and mentorship - especially for girls entering non-traditional trades - are essential to keep training and apprenticeships safe.”
Morium Nesa
L
ead, Women’s Rights and Gender Equality,
ActionAid Bangladesh
“These barriers we all spoke about are structural and deeply rooted, and safe infrastructure alone cannot guarantee meaningful participation. Shifting social norms, securing parental support and applying rights-based, gender-responsive approaches are essential for women to complete training and transition to work.”
Rowshan Ara
Project Director,
Community Engagement for Promotion of Women's Skills Development & Employment Project,
Naripokkho
“Girls drop out when harassment, stigma, and early marriage go unchecked. Community engagement, reporting, and monitoring mechanisms are critical to keep girls in TVET and ensure they complete training safely.
Tania Sharmin
D
irector, Food Security & Livelihoods/Child Poverty,
Save the Children Bangladesh
“Safe learning environments and mentorship are protective factors, especially for girls from marginalized communities.TVET must connect to life skills and market linkages so young women can transition into sustainable employment and long-term economic independence.”
Dr Dilruba Sultana
Senior Faculty Member & Lead Govt Partnership Brac,
IED, Brac University
“Partnerships across government, private sector, and NGOs are key to reducing social and institutional barriers. Inclusive curricula and mentorship enable girls to learn safely, complete training, and pursue sustainable employment.
Kabir Ahmed
Adviser, Youth Economic Empowerment (YEE),
Plan International Bangladesh
“Mentorship, safe learning environments and community engagement are essential to remove social barriers for girls and young women. Connecting training with apprenticeships and market-relevant skills is what makes employment outcomes sustainable.”
Mahnaz Worda Lithi
Assistant Manager & Gender Focal,
Programme Implementation Department,
Jaago Foundation Trust
“Skills training becomes meaningful when paired with apprenticeships, mentorship and gender awareness. Community engagement and gender-sensitive guidance are critical to ensure safe participation and real career pathways.”
Mst
Ayesha Siddika
Chief Instructor (Computer),
Dhaka Polytechnic Institute
“Gender-sensitive instructor training and access to modern technical courses can open non-traditional trades to female students. Mentorship and parent-community outreach are crucial to build acceptance and keep girls safe through completion.
Taslima Akhter
Project Analyst (Gender), UNDP Bangladesh
“Capacity-building, inclusive program design and anti-harassment mechanisms must be embedded across TVET systems. Instructor training and family engagement reduce social barriers, while mentorship and employment pathways ensure women complete training and gain economic independence.”
Mehnaz Zarin
Manusher
Jonno Foundation
“Advocacy and gender-sensitive training must go hand in hand with instructor capacity-building and structured mentorship. Safe learning environments and community outreach help challenge harmful norms and keep girls in technical education.
Shafia Sami
Project Coordinator,
ProGRESS
“TVET curricula must be inclusive and gender-sensitive, so girls can confidently enter non-traditional trades. Strong institutional policies, career guidance and safer learning spaces determine whether women complete training and move into decent work.”
Humaira Binte Faruque
Program Support Officer, UN Women
“In the spirit of the 16 Days of Activism against Gender-Based Violence that ended on 10th December 2025, safe learning environments demand more than commitment - they require institutional reform, community engagement, and continuous monitoring. Institutional reform, community engagement, and continuous monitoring backed by functional anti-harassment committees and strong grievance mechanisms are essential to protecting female students with a collaborative approach from government, NGOs, private sector and media all together.”
Key Statistics
•
Female enrolment in government TVET institutions:
~20%
•
Female enrolment in private TVET institutions:
~40%
•
Target female enrolment in TVET by 2030:
30% (SDG goal)
•
Percentage of women in formal enterprises:
<10%
•
Percentage of women in low-wage or vulnerable sectors:
>70%
Studies indicate that over 60% of female students in TVET programs experience harassment or unsafe conditions, leading to high dropout rates, especially in rural and marginalized communities.
