Purpose Despite the growing emphasis on revitalizing the technical and vocational education and training (TVET) sector in Bangladesh, very little discussion has taken place on reforming the current inflexible transition pathways, from TVET to the universities. This paper aims to reflect critically on the existing literature on TVET, in the global and national context, and the experiences of students and TVET experts, to develop a model of collaboration between the polytechnic institutes and the universities in Bangladesh. Design/methodology/approach This paper follows a qualitative strategy of enquiry, using a mix of critical reflection on literature on TVET and higher education and unstructured interviews with two TVET experts, four TVET students and four students from a public university. It draws on the theories of collaboration and uses exemplary cases to illustrate and support the line of reasoning. Findings This paper identifies that there is resource dependency between the polytechnic institutes and universities in Bangladesh, and their institutional environment necessitates them to form collaboration to ensure flexible transition pathway, from polytechnic institutes to universities; this paper proposes a model for such collaboration. Practical implications This paper offers a guideline for forming collaboration among the relevant stakeholders. Social implications Collaboration between polytechnic institutes and universities in Bangladesh is likely to address the inequitable nature of TVET, by improving its social status and acceptance, as well as allowing higher income opportunity and greater mobility for the TVET graduates, coming especially from humble socio-economic backgrounds. Originality/value This paper contributes in the recent discussions on how collaboration among different stakeholders can contribute in achieving the sustainable development goals, with special emphasis on TVET.

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Tacit knowledge – experiences, skills, judgment and even intuition of the employees – as organizational resource, has recently gained significant attention from the organizational researchers. While such knowledge is difficult to identify, exhibit and describe, it can often determine the manner in which public administrators implement public policies. Taking a qualitative strategy of enquiry, this paper aims at identifying the pattern of tacit knowledge sharing among the local government officials in Bangladesh. The key findings suggest that majority of the local government officials are aware of the significance of tacit knowledge. Trust, both cognition-based trust and affect-based trust, determine their knowledge sharing behaviour. The ‘senior-junior’ relationship within the hierarchal structure is perceived to be the key channel of tacit knowledge transfer. In the context of inadequate formal sharing channels, officials perceived trainings to be the key formal mechanism of tacit knowledge sharing within public sector organizations in Bangladesh.