A Discussion with Akilha D’Rozario, Director, Mirpur Agricultural Workshop and Training School, Dhaka, Bangladesh
With: Akilha D’Rozario Berkley Center Profile
June 23, 2014
Background:
As
part of the Education and Social Justice Fellowship, in June 2014 student
Kendra Layton interviewed Akilha D’Rozario, director of Mirpur Agricultural
Workshop and Training School (MAWTS) in Dhaka, Bangladesh. A Trust of Caritas, MAWTS was founded 1976 in response to a demand for technical-vocational schools after Bangladesh's war of independence again Pakistan. MAWTS offers a four-year diploma in engineering course, three-year mechanical course, and short, modular courses. MAWTS also has a unique model of training and production where students manufacture anything from tables to power tillers while gaining theoretical and practical knowledge. In this interview, Akilha D’Rozario reflects on the origins of
MAWTS, the changing perspectives on technical-vocational education, and the
role of faith in the work that they do.
Tell me
about your background and how you came to be director of MAWTS.
I finished my master’s [degree] in Accounting. I joined Caritas Chittagong Regional Office as an accountant in charge. After 11 years, I got promoted as regional director of Chittagong. After six years in 2006, I got promoted as national director of disaster management and development. I worked at Caritas’ National Office until 2011, and then transferred to MAWTS as director. My responsibilities are looking after the overall management as chief executive officer. I try to achieve the goals and objectives of MAWTS.
What are the origins of Mirpur Agricultural Workshop and Training School?
After our Liberation War in 1971, Caritas Bangladesh worked in relief and rehabilitation for war and man-made disasters. The Pakistani Army killed many, and ten million Bangladeshis had fled to India as refugees. When they came back to Bangladesh after liberation, Caritas started agricultural rehabilitation to plow their land with power tillers and use pumps for irrigation. Caritas faced problems when the power tillers or water pumps did not work because there were no mechanics. They wanted to build a technical center to train the youth so they could work as mechanics or technicians at the village or town level. In 1973, MAWTS began with the help of Caritas Switzerland. They developed a curriculum and the Long Term Mechanical Course. MAWTS continued year after year. In 2004, we began the four-year diploma-in-engineering course based on the demand of our students. Then we started modular, short courses with the help of the manpower agencies, those who send Bangladeshi laborers to the Middle East. They collect the unskilled laborers from rural level, and they bring them for semi-skilled training in MAWTS. After our training they go abroad.
Side by side, we have a production unit. We manufacture pumps, agro-machineries like power tillers, rice thresher, vacutags to clean out latrines. Through production unit, our students can learn this practical knowledge. It is different than other institutions that do not have a similar model. Our students get both a theoretical and practical education.
What is the relationship like with the Ministry of Education and the Bangladeshi government?
The Bangladeshi government always appreciates MAWTS for this type of practical training. Our indication is 100 percent of students get a job in the market. There are some instances when UNICEF calls us for training with the government for slum dwellers or working children. We give the technical training or skill development training for these working children. With the International Labor Organization we give training for poor students with their financial help. Other organizations like World Vision send their boys for training. We have a relation with the government we call Bangladesh Technical Education Board, and our diploma engineering course is under this organization.
Could you speak more about how technical-vocational education is viewed in Bangladesh?
In Bangladesh, we have four percent technical education among all of the systems. Our government has planned to increase four percent to twenty percent in the next five years. They are placing an importance on funding technical education. Within general education we have lots who are unemployed. When they do find a job, they have a lower salary like 5000 to 6000 taka per month. How are educated boys not doing any other job? Our general education is not up to the mark, not quality education. That is why in the village level, there are not good teachers. Nowadays boys and girls are coming for technical education. They see the difference and the job market. The boys and girls are interested in technical education. In our country, there is an ego problem. When an educated boy enters into the diploma engineering work, he has to adjust to not doing a white collar job. He has to go to the workshop and put some oil or carbon on his hands. There is a social stigma around having this type of job being an engineer. I think we should change our mentality and encourage our boys and girls to study technical education, like Korea and Japan. They have forty to fifty percent of boys with technical knowledge.
Would you say technical education provides a path for mobility?
Yes, mobility. They can go abroad for a job and earn a lot of money. In Bangladesh, our economy is strong due to our labor force working outside the country that sends dollars every month. There is a financial crisis all over the world, but Bangladesh is not facing any crisis. We have a lot [of] people in a small country. When we give them technical education or this type of modular course, they can go abroad to earn money for their family and country.
Could you speak more about the students in the hostel and how they find their way to MAWTS?
Initially Caritas Bangladesh worked with the poor people in the village level. They had a poor people’s organization. When their boys and girls drop out from the regular school, they send them to MAWTS for technical training. We arrange all of the food, lodging, and expenses for these boys and girls. We give them training and a job.
We have another system, on-payment system education, those who have money, we offer them the course. They pay 4000 taka per month for the diploma-in-engineering course. With this money we have a source of income. Side by side we have non-payment and payment.
As it is a Trust of Caritas, what is the role of faith? How does it inform the work you do?
We are proud that this organization belongs to Caritas. Caritas is a renowned organization in Bangladesh and in the world. Every country has Caritas. This organization belongs to the Catholic Bishop’s Conference. This property belongs to Caritas and the bishops. We have some bindings and instructions from this highest body. They give the instruction. If we make income, we give some percent to Caritas for their projects.
What type of instruction do the Catholic bishops give?
They always want to work with the poor people. We work with the young boys and girls. Caritas sends them: fifty percent from the diocese and fifty percent from the working area. That is why the bishops are happy; their Christian boys also get a chance at education. It is their desire to build a society.
Do you see a bright future for interreligious coexistence in Bangladesh?
Our bishops' conference works for interreligious dialogue. When it is strong at the community level, then issues are not so apparent. The whole country needs interreligious dialogue among Muslims, Hindus, Christians, and Buddhists. We should respect each other most of all.
I finished my master’s [degree] in Accounting. I joined Caritas Chittagong Regional Office as an accountant in charge. After 11 years, I got promoted as regional director of Chittagong. After six years in 2006, I got promoted as national director of disaster management and development. I worked at Caritas’ National Office until 2011, and then transferred to MAWTS as director. My responsibilities are looking after the overall management as chief executive officer. I try to achieve the goals and objectives of MAWTS.
What are the origins of Mirpur Agricultural Workshop and Training School?
After our Liberation War in 1971, Caritas Bangladesh worked in relief and rehabilitation for war and man-made disasters. The Pakistani Army killed many, and ten million Bangladeshis had fled to India as refugees. When they came back to Bangladesh after liberation, Caritas started agricultural rehabilitation to plow their land with power tillers and use pumps for irrigation. Caritas faced problems when the power tillers or water pumps did not work because there were no mechanics. They wanted to build a technical center to train the youth so they could work as mechanics or technicians at the village or town level. In 1973, MAWTS began with the help of Caritas Switzerland. They developed a curriculum and the Long Term Mechanical Course. MAWTS continued year after year. In 2004, we began the four-year diploma-in-engineering course based on the demand of our students. Then we started modular, short courses with the help of the manpower agencies, those who send Bangladeshi laborers to the Middle East. They collect the unskilled laborers from rural level, and they bring them for semi-skilled training in MAWTS. After our training they go abroad.
Side by side, we have a production unit. We manufacture pumps, agro-machineries like power tillers, rice thresher, vacutags to clean out latrines. Through production unit, our students can learn this practical knowledge. It is different than other institutions that do not have a similar model. Our students get both a theoretical and practical education.
What is the relationship like with the Ministry of Education and the Bangladeshi government?
The Bangladeshi government always appreciates MAWTS for this type of practical training. Our indication is 100 percent of students get a job in the market. There are some instances when UNICEF calls us for training with the government for slum dwellers or working children. We give the technical training or skill development training for these working children. With the International Labor Organization we give training for poor students with their financial help. Other organizations like World Vision send their boys for training. We have a relation with the government we call Bangladesh Technical Education Board, and our diploma engineering course is under this organization.
Could you speak more about how technical-vocational education is viewed in Bangladesh?
In Bangladesh, we have four percent technical education among all of the systems. Our government has planned to increase four percent to twenty percent in the next five years. They are placing an importance on funding technical education. Within general education we have lots who are unemployed. When they do find a job, they have a lower salary like 5000 to 6000 taka per month. How are educated boys not doing any other job? Our general education is not up to the mark, not quality education. That is why in the village level, there are not good teachers. Nowadays boys and girls are coming for technical education. They see the difference and the job market. The boys and girls are interested in technical education. In our country, there is an ego problem. When an educated boy enters into the diploma engineering work, he has to adjust to not doing a white collar job. He has to go to the workshop and put some oil or carbon on his hands. There is a social stigma around having this type of job being an engineer. I think we should change our mentality and encourage our boys and girls to study technical education, like Korea and Japan. They have forty to fifty percent of boys with technical knowledge.
Would you say technical education provides a path for mobility?
Yes, mobility. They can go abroad for a job and earn a lot of money. In Bangladesh, our economy is strong due to our labor force working outside the country that sends dollars every month. There is a financial crisis all over the world, but Bangladesh is not facing any crisis. We have a lot [of] people in a small country. When we give them technical education or this type of modular course, they can go abroad to earn money for their family and country.
Could you speak more about the students in the hostel and how they find their way to MAWTS?
Initially Caritas Bangladesh worked with the poor people in the village level. They had a poor people’s organization. When their boys and girls drop out from the regular school, they send them to MAWTS for technical training. We arrange all of the food, lodging, and expenses for these boys and girls. We give them training and a job.
We have another system, on-payment system education, those who have money, we offer them the course. They pay 4000 taka per month for the diploma-in-engineering course. With this money we have a source of income. Side by side we have non-payment and payment.
As it is a Trust of Caritas, what is the role of faith? How does it inform the work you do?
We are proud that this organization belongs to Caritas. Caritas is a renowned organization in Bangladesh and in the world. Every country has Caritas. This organization belongs to the Catholic Bishop’s Conference. This property belongs to Caritas and the bishops. We have some bindings and instructions from this highest body. They give the instruction. If we make income, we give some percent to Caritas for their projects.
What type of instruction do the Catholic bishops give?
They always want to work with the poor people. We work with the young boys and girls. Caritas sends them: fifty percent from the diocese and fifty percent from the working area. That is why the bishops are happy; their Christian boys also get a chance at education. It is their desire to build a society.
Do you see a bright future for interreligious coexistence in Bangladesh?
Our bishops' conference works for interreligious dialogue. When it is strong at the community level, then issues are not so apparent. The whole country needs interreligious dialogue among Muslims, Hindus, Christians, and Buddhists. We should respect each other most of all.
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