School-to-Work Transition Information Base Country Presentation Bangladesh Presented by K M Enamul Hoque 23 -24 August 2011

Skill Needs 1 Policy Inputs National Education Policy 2010 Skill Development Policy 2009 (Draft) Non-formal Education Policy 2006 Other non-state actors reports and charter of demands Policy Output DTE and BANBEIS provides with required information related to formal TVET NFE MIS covered all providers in four selected districts under the CAPEFA project

Skill Needs 2 Key Challenges LFS is the major source of information Market share of TVET is only 0.13% of the economically active population Current TVET programs are mostly focused on secondary and higher secondary level but among the labour force 56.65% has no educational qualification to maximum of grade V levels of education Inadequate human and financial resource have been dedicated for TVET sub-sector Technical education is not popular in Bangladesh consequently the current capacity remains un-utilized Difficult to address three major objectives of School-to-Work program encourage all students to remain in school make education more relevant to students enhance students’ opportunities for employment

Skill Needs 3 Policy Actions to Improve Skills Needs Tracking Demand for skills needs to be understood so that the government, employers, workers and other stakeholders can make informed decisions Planning for pre-employment education and training would be aligned with future employment opportunities and deliver competencies Skill Development Policy 2009 emphasized on establishing a system of industry competency standards and qualifications to meet the need of the demand side

Skill Needs 4 GoB initiated reform of plans to improve the capacity addressing domestic data needs related to the supply of skills address international data needs related to the demand for skills allow for the identification of both current skills shortages and potential future demands for skills increase the use of tracer studies to track the employability of graduates identify and allocate responsibilities provide for timely and broad dissemination of data so as to inform skills policy take account of the impact of data collection on enterprises

Tracking Labour Market 1 Statistical Approaches to Obtaining School-To-Work Transition Information LFS, HIES, SMI survey are major source of tracking labour market. International Labour Organisation (ILO) has number of studies on the labour market situation, of Bangladesh Currently The BMET classifies migrants into four skill categories that included (i) professional, (ii) skilled, (iii) semi-skilled, and (iv) low skilled

Tracking Labour Market 2 Current policies and practices At the state level BBS is the sole agency for generating national statistics Survey of the Manufacturing Industries (SMI) - since 1972-73 (Industrial statistical act 1942) Household Income and Expenditure Survey (HIES)- since 1973-74 – CBN approach Labour force survey is being carried out since 1980 Other source – BANBEIS, DPE, DTE, Madrassa Education Board

Tracking Labour Market 3 Policy Input Under the Skill Development Policy newly adopted the new skills data system would set up The new system would receive information inputs from the industry sectors, national statistical office, ministries and agencies providing skills training, public and private providers, regions, etc. The data system would be professionally organized and able to benefit policy-makers and other stakeholders by providing clear and timely data and information. BMET would be responsible for coordination of international demand data, including from Bangladesh missions abroad.

Tracking Labour Market 4 The BMET data cell will be expanded and provided with technical assistance to increase their capacity to manage expatriate worker skill demands and will act as the focal point for the NSDC in this regard. The system will be overseen by the National Skills Development Council (NSDC) and its Secretariat. Policy Outputs As new data gathering system is yet to set-up we need to depend on the existing information base namely LFS, HIES, SMI

Tracking Labour Market 5 Major challenges Due to methodological difference LFS data are often not comparable Lack of standardization of education and occupation There is lack of micro-level learners database which can provide adequate information for tracking There is lack of data on demand, course specific estimate of skill personnel requirement BMET interventions are highly focused on the overseas market but there is lack of information about the potential need Getting momentum in Teacher training and management development

Tracking Labour Market 6 Policy Actions to Improve Labour Market Tracking The data management system would be professionally organized - timely correct data to the policy-makers and other stakeholders – BMET implementation, NSDC to oversee Taking initiative to identify the vacancies and take necessary policy measures

Employer Engagement 1 Current policies and practices employers and workers more actively involved in skills development through NSDC Overseas employers and governments will be made aware of the reforms to skills training in Bangladesh government will also investigate different mechanisms to encourage increased employer investment in training, including the use of levies and tax incentives

Employer Engagement 2 Policy Input TVET reform project – the ILO team contributed in to facilitate a process of meaningful participation of both government and the private sector. The government representative -DTE, BMET and BTEB From Private sector helped in smoother implementation of the TEVT reform project and to engage the employers from the private sector.

Employer Engagement 3 Policy Outputs successful in engagement with (i) information technology, (ii) agro-food processing, (iii) leather and leather goods, and (v) transport equipment. apprenticeship or internship schemes in the selected sectors enhanced Four Industry Skills Committees (ISCs) Both industry and government representatives are working on competency standards and curriculum development committees (SCDCs) - twelve priority occupations

Employer Engagement 4 Under a CBT&A system, industries are expected to increase its engagement and support of training institutions – need focus on implementation Continuing Education and Skill Development Authority combining the functions of the Directorate of Primary Education and the Bureau of Non-formal Education. Major Challenges Crate more space for Apprenticeships

Employer Engagement 5 Policy Actions to Improve Employers Engagement Formation of NSDC that represented by Government, Private sector, CSOs Both industry and government representatives are working on competency standards and curriculum development

Key Findings Examples of Best Practices 1 TEVT reform project working with the private sector in four thrust sectors information technology, agro-food processing leather and leather goods transport equipment Four Industry Skills Committees (ISCs) were established that crated a platform for discussing skills development in their respective sector Piloting of NFE MIS under the CapEFA project Mapping of NFE activities in Bangladesh Database of NGOs with education Program by national EFA coalition

Examples of Best Practices 2 UCEP Model that ensures full transition from school to work

Recommendations to National Government Enhance effort to implement the skills development policy (the legal framework) on a priority basis that supported by political commitments Revisit labour force survey methodology to meet the need of both demand and supply side of S-t-W Taking measures to enhance capability of the sector Focusing on overseas market seems good but more attention is required for in-country initiatives Promote non-formal skill development initiatives Follow international standards so that courses add more value to the young adults form the marginalized segment of the society

Proposed Areas of Intervention for UNESCO Enhance capacity building initiatives on TVET and skills development Sharing of good practices across the region Promote private sector to engage in dialogue Promote enhanced engagement of CSOs in raising awareness and to crate a support base Carry out more research on the S-t-W Enhance inter agency collaboration, ILO in particular

Thank You