ABSTRACT
The article is structured as follows: the next section introduces in greater detail the just mentioned theoretical approaches. In Section 3, the general aspects of educational development in Sri Lanka and Bangladesh are outlined. The subsequent two sections consist of short case studies on the development of TVET in the two countries. All three sections devoted to describing country-specific developments are divided into sub-sections referring to processes of state formation (from the late 1940s) and economic liberalisation (from the late 1970s onwards), thus highlighting crucial periods in the countries’ historical development and facilitating the comparison of the two cases. The sixth and final section summarises the findings and discusses them in the light of the theoretical frameworks introduced in Section 2.
