Comparative Assessment of Training Implementation in National Training Centers in Bangladesh

Abstract

It is the process of change that allows the workforce, institutions, and the community to progress. In countries like Bangladesh, the near completion of development initiatives has created strong networks for training individuals—from the planning table down to the shop floor—bridging the gap between policy design and field implementation. This study compares the training strategies and evaluation systems of three significant national-level training institutes: PKSF, NAPD, and the BRAC Learning Centre. Utilizing a mixed-methods design, the research combines quantitative survey data with qualitative interviews, focus group discussions (FGDs), structured observations, and document reviews, gathering insights from 12 respondents including apprentices, instructors, and course moderators. Theoretical framing is provided by Kolb's Experiential Learning Theory, Kirkpatrick's Four-Level Evaluation Model, and Stufflebeam's CIPP Framework to account for institutional variations. Findings reveal that PKSF demonstrates superior implementation quality, driven primarily by participatory facilitation, an ISO-based evaluation system, and robust logistical support. NAPD balances technological preparedness and bureaucratic efficiency with infrastructure constraints, while the BRAC Learning Centre showcases creative and digital innovation despite facing financial limitations and evaluation gaps. Overall, the study suggests that integrating participatory learning with digital technology and standardized assessment holds significant potential to transform training efficacy across Bangladesh.