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This study examines whether students graduating from SSC-VOC perform better in diploma engineering programs.

This study uses quantitative and qualitative methods to examine how secondary school certificate-vocational (SSC-VOC) graduates perform in their subsequent vocational programs.

Despite having vocational training orientation, this study finds that graduates from SSC-VOC receive lower grades than their public counterparts by 0.109 cumulative grade points average (CGPA).

Findings imply that policymakers should increase teachers' numbers, salaries and laboratory facilities. In addition, collaboration between SSC-VOC institutions and polytechnics would allow them to offer a quality engineering education. In such a way, technical and vocational education and training (TVET) programs prepare human resources to promote economic development and employment, expand production opportunities and improve employment quality.

This is the first piece of work conducted in Bangladesh that has examined the quality of VET graduates for furthering their studies. This study added value by providing some pragmatic suggestions for practical implications.

This study examines whether education in developing countries directly impacts their foreign income from the top export sector.

As most developing countries follow developed nations to shape their development, this study assumes developing countries as education-follower and developed countries as education-leader countries. Considering selected countries from the South Asian Regional Cooperation (SAARC) and African countries as follower countries and Group of Seven (G7) as leader countries, this study employs Dumitrescu-Hurlin Granger non-causality tests.

This study finds that education-follower countries' achievements do not directly impact foreign earnings from their leading export sectors. However, findings also confirm that leader countries have a bidirectional causal relationship between tertiary education and earnings from high technology exports.

To the best of the authors' knowledge, this is the first study urging research-intensive education with comparative advantages in international trade. Using educational attainment on export earnings from the leading sector, findings support dependency theory in education is still existed.

Diploma Engineers (DE) mainly receive practical and skills-oriented education and training in the area of technical and vocational subjects from the polytechnic system. Globally, universities have limited DEs access to Higher Education (HE). Over the course of time, many countries have changed this situation, putting into place a decent qualification and policy framework that ensures higher education for deserving candidates. Lately, Technical and Vocational Education and Training (TVET) received special priority in developing countries, and Bangladesh is no exception to it, resulting in a massive growth of DE. This study, the first of its kind, examines the impact of this growth with a key focus on the inclusion of diploma engineers into higher education.

Given the differentiated nature of research questions, multiple techniques are used to collect the data. However, this research uses the qualitative method. Both secondary and primary data are used. While secondary data are collected by the Bangladesh Bureau of Educational Information and Statistics (BANBEIS), primary data are collected through interviews. With standard sets of admission questions, tests are conducted with two groups of students to draw a comparison.

The number of students studying at polytechnic institutes is increasing dramatically. The growth of public polytechnic institutes remains steady. Public counterparts respond to the demand by operating both day and night shifts. Many private polytechnics are also established. The size and infrastructure of private Polytechnics are relatively insignificant. However, the mushrooming private sector covers the increased demand. The curve of DE has been increased radically with a questionable competency by the contribution of both public and private polytechnics. Only one public university provides higher education to these DE.

A few reports have been published in the area of TVET by the development partners and the Government of Bangladesh. Only one journal article is published exploring the role of TVET on national development in Bangladesh. However, none cover the issue of access to university education for DE graduates.

Small and medium-sized enterprises (SME) make a significant contribution to alleviating poverty and generating employment, and achieve sustainable economic growth. Customer services represent core elements of a successful business enterprise. This study aims to examine the effect of education on customer satisfaction in the SME sector and what the future holds for developing countries.

Using Bangladesh as a case study, this analysis uses a multiple-linear regression approach to examine the effect of a customer care orientation on customer satisfaction and on an SME’s ability to survive. Using a “probit model,” this study investigates the effects on customers’ probability of receiving subsequent services.

Developing good customer services in secondary education will increase customers’ satisfaction and enable SMEs to survive and flourish in the long term. Having a policy that promotes this outcome increases the likelihood of receiving consistently good services for the foreseeable future.

Unlike previous studies, this study examines the role of customer relationships in secondary education and how they improve SME customers’ satisfaction and business survival. This study offers new insights to retain existing customers for a successful SME business model.

Education can be classified into formal and informal sectors—the first category as a regular schooling system and the latter category as private tutoring. After completing secondary education, students in many countries receive education from private tutoring to get admission into the university. This study examines the effect of private tutoring on university admission and subsequent students' academic achievement at the university level.

Using survey data from Bangladesh as a case study, this study employs a two-stage least squares (2SLS) methodology.

Considering that coaching centers offer services such as private tutoring, this study finds that an informal education for admission greatly helps academic achievement. Students who benefit from informal schooling are more likely to achieve higher grades in subsequent programs.

This study strongly suggests that formal education at the secondary school level is unable to meet the academic expectations that are demanded at the tertiary level. This forces the development of private tutoring, which supports the students from more financially well-off families to perform well at the cost of educational disparity.

A minimum dropout age (MDA) requires potential dropouts to stay in school until graduation. Most countries have an MDA at least 16. An MDA greater than 16 requires potential dropouts to stay in school for at least one more year, which immediately reduces their available time and opportunities to commit a crime in the community. This study aims to examine how a higher MDA reduces crime in the community. The authors then show a higher MDA helps potential dropouts to become an entrepreneur.

The authors develop an economic model of crime that shows how an MDA greater than 16 affects contemporaneous juvenile crime in the community. Considering an MDA of 16 as a benchmark MDA, a hypothetical example with simulated data on the USA is used. The authors then show how a higher MDA offers a financial opportunity for the professional development programs.

An MDA greater than 16 reduces crime in the community. Reducing crime allows preventing social and monetary cost on juvenile delinquency. This economic efficiency offers a financial ability for adolescent training and other development programs and thereby reduces unemployment and other adverse consequences of the society.

Unlike previous studies, the authors develop an economic model of crime that shows a hypothetical relationship between an MDA and contemporaneous juvenile crime in the community. A higher MDA allows more financial ability for juvenile development programs in high school to improve the entrepreneurial skills.

Universally, university is considered as the apex body which is ethically obliged to present a substantial society. In doing so, universities often innovate dynamic business models and theories. Ideally, the countries whose universities contribute for better and sustainable business growth are the advanced one. However, universities themselves should be the business organisation – an argument is yet to receive attention. Although literature lacks in the area of education business especially university provision, the sector behaves as business entity after the inception of private sector. Therefore, this paper aims to explore the paradigm transformation of university sector and its impact on the society.

Given the differentiated nature of research questions, multiple techniques are used to collect the data. However, this research adopts the norms of qualitative methods. Both secondary and primary data are used. While secondary data are collected by University Grants Commission (UGC), primary data are collected through interviews.

Findings show that the development of university sector started following monopoly model. More than half a century, the same model was continued. Thereafter, duopoly model was introduced which carried until the inception of private sector. The growth of private sector followed oligopoly model which was further extended to small and medium enterprises (SMEs). These days, society compares university with “diploma mill”, as production of knowledge and civic society is longer than the part of the core business of university. Consequently, compromising with research is to be judged as a threat to overall development that includes business and social development.

A few studies have been published in the area of private university. To the best of the authors’ knowledge, none covers the oligopoly-ism and SME-ism behaviour of university and its impact on the concept of university and on the society. Therefore, this project aims to understand the norms of university business and its substantial contribution on the social change.