Quality issues in TVET may be varied in country to country and institute to institute for different factors, context and environments. The common quality issues of traditional TVET in Bangladesh are illustrated bellow as per the statement found in National Skill Development Policy-2011
- Current traditional TVET system has no nationally consistent approach to quality assurance
- Traditional Qualifications are not based on standards that align with the occupations or skill levels in industry
- Curriculum development is highly centralized, rigid and time consuming and not based on
- Development of new courses, the expansion of high demand courses and the annulment of obsolete courses do not always reflect as per market
- Existing traditional TVET and skills training system has problems with the quality, relevance and scope of programs delivered
- Quality of graduates is inconsistent and is borne out by available data on graduate employment
- Lack of coordinated public sector delivery leads to duplication of programs, competition for the same target group of learners, limited links between different training centres and no clear picture of what training is being provided for which industry or occupation and
- Lack of strong and appropriate TVET governance
- Inadequate and unorganized as well as uncoordinated financing in skill development system
- Lack of resources and infrastructure
- Most of the traditional TVET teachers and trainers are not trained as well as not certified
- The recruitment rules and teacher’s selection system are mostly defective and time consuming