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Bangladesh is pledge bound to ensure the rights of persons with disabilities in the country. To support this commitment, the government has made the inclusion of persons with disabilities in skills training and employment a key priority and set a five per cent admission quota for students with disabilities in all technical and vocational training institutes. To help principals and teachers of technical and vocational training institutes overcome challenges towards becoming disability inclusive the Department of Technical Education has partnered with the International Labour Organization, Bangladesh - Skills for Employment and Productivity (B-SEP) Project, funded by the Government of Canada, to develop a guideline on disability inclusion. This guideline has been prepared based on pilot projects in this field and is meant to assist training institutions in their effort to promote equitable access to training opportunities for persons with disabilities. This is a practical guideline for [technical and vocational education and training] TVET principals and teachers that provides basic concepts of disability inclusion, what to consider when planning for inclusion, how to handle learning disabilities and provide reasonable accommodation and also the underpinning social aspects of inclusion.

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The main purpose of this resource guide is to provide guidance, practical how-to tools and available information on technical resources to support the task of operationalizing the National Strategy for Promoting Gender Equality within [technical and vocational education and training] TVET institutions. More specifically, the guide focuses on three objectives: (1) to facilitate a clear understanding of key barriers to female participation from a gender perspective and analyze their implications in women's employment and economic empowerment; (2) to provide practical tools and guidance on how to mainstream gender effectively into the TVET institutional structures, systems, programmes and activities; and (3) to provide information on available technical resources to strengthen the capacity of TVET gender focal points in mainstreaming gender equality concerns.

Since promoting gender equality within TVET is already a Government approved policy decision, the task that lies ahead is effective implementation. The approach taken in this guide, therefore, is to facilitate organizational transformation within TVET institutions in order to enhance their gender responsiveness in all dimensions. It is expected that the TVET institutes will be able to contextualize the guidelines as needed for their specific institutions and use them to achieve the goals set out in the national strategy.

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